13080594Pojmovnik osnovnih termina i definicija u području SOK-a u visokom obrazovanju_AZVO25237

7/30/2019 13080594Pojmovnik osnovnih termina i definicija u podruju SOK-a u visokom obrazovanju_AZVO25237

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Agencija za znanost i visoko obrazovanje

POJMOVNIK

osnovnih termina i definicija u podrujuosiguranja kvalitete u visokom obrazovanju

ZAGREB 2007.

Priredili:Mina orevi

prof. dr.sc. Damir Boras


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PREDGOVOR

S formalizacijom i institucionalizacijom sustava osiguranja kvalitete u visokom obrazovanju koji seprovode na veini sveuilita i njihovih sastavnica ukazala se potreba za izradom pojmovnika koji biopisao termine i definicije s kojima se dionici ovog sustava susreu pri njegovoj provedbi ili u teoriji.

Kako bi se hrvatskoj akademskoj zajednici, zaposlenicima visokih uilita, dravnim slubenicima tesvim ostalim zainteresiranim stranama pribliilo iznimno multidisciplinarno podruje osiguranja kvaliteteu visokom obrazovanju (koje valja obraditi s psiholokog, sociolokog, ekonomskog i mnogih drugihaspekata), pristupilo se izradi ovoga pojmovnika odnosno prikupljanju, objedinjavanju i proiavanjuopsene terminologije iz postojeih domaih i stranih izvora.

U tom smislu konzultirani su dokumenti kao to su Polazne osnove Hrvatskoga kvalifikacijskog okvira prijedlog koji je izradila radna skupina Ministarstva znanosti, obrazovanja i porta (2007., Zagreb) teZdrueni studiji Nacionalne zaklade za znanost, visoko kolstvo i tehnologijski razvoj Republike Hrvatske(2007., Rijeka), a kao temelj pripreme pojmovnika posluili su prijevod UNESCO-CEPES-ovogdokumenta Quality Assurance and Accreditation: A Glossary of Basic Terms and Definitions i

dokument Uvod u projekt Usklaivanje obrazovnih struktura u Europi koji se provodi u sklopuprograma TEMPUS-SOCRATES .

Misao vodilja pri odabiru termina i definicija uvrtenih u pojmovnik bila je zadrati openitost, dati okvirte ukazati na irinu mogunosti i sloboda koju sustav osiguranja kvalitete u visokom obrazovanju dajesvim svojim sastavnicama te istovremeno postii primjenjivost tih definicija i pojmova u postojeemokruenju sustava visokog obrazovanja u Republici Hrvatskoj. Razlog je tomu uvaavanje razliitihkoncepata kvalitete u visokom obrazovanju kao to su koncept kvalitete kao svrsishodnost (fitness forpurpose), koji istie vanost uporabe onih procedura osiguranja kvalitete koje pridonose ostvarenjuciljeva, misije i u konanici svrhe odreenog visokog uilita, zatim koncept kvalitete kao primjerenostisvrhe (fitness of purpose), prema kojem se na kvalitetu gleda kao na primjerenost odnosno valjanostciljeva i misije koje je odreeno uilite zacrtalo, te koncept kvalitete kao izvrsnosti i kvalitete kao

kontinuiranog unaprjeenja ili poboljanja. Drugi je razlog ovakvomu polazitu elja da se izbjegnepodlonost moguim promjenama sustava te sukladno tomu i redefiniranje pojedinih pojmova iliprocedura koje prema sadanjim definicijama dugorono ostavljaju prostor za razliite naine primjene uskladu s pojedinanim zahtjevima uilita. I konano, ovakav se pristup zauzeo sa svijeu o vanostigenius locisvake pojedine visokoobrazovne ustanove koji usmjerava njezine tenje, nastojanja i kretanja ipredstavlja bitan imbenik pri ustrojavanju i provedbi sustava osiguranja kvalitete. Jedan od primjeraraznolikih mogunosti sustava predstavljaju i razliite metode vrednovanja koje se odnose naocjenjivanje, ocjenjivanje prema referentnim vrijednostima, unutarnje i vanjsko vrednovanje, pregledkolega strunjaka, procjenu kvalitete i druge postupke koji se mogu provoditi pojedinano ili ukombinaciji ovisno o procjeni korisnosti pojedine metode za uspostavu sustava stalnog unaprjeenjakvalitete odnosno odrivog sustava kulture kvalitete.


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FOREWORD

Along with the ongoing formalisation and institutionalisation of the higher education quality assurance

(QA) system carried out in the great majority of universities and their constituent parts, came the need fordrawing up a glossary of terms and definition used by the QA system stakeholders in theory and practice.The collection, selection and consolidation of extensive terminology from various national and

international sources has been done in order to bring such markedly multidisciplinary field as QA inhigher education (which needs to be approached from psychological, sociological, economic and many

other aspects) closer to the Croatian academic community, higher education institutions staff andpersonnel, civil servants and all other interested parties.

For that purpose, an extensive range of sources has been consulted such as docoments Starting Points forCroatian Qualification Framework (2007., Zagreb) and Joint Study Programmes published by theNational Foundation for Science, Higher Education and Technological Development of the Republic ofCroatia (2007., Rijeka), while the translation of the UNESCO-CEPES document Quality Assuranceand Accreditation: A Glossary of Basic Terms and Definitions and TEMPUS-SOCRATESdocument Tuning Educational Structures in Europe served as a basis for development of this

glossary.

The process of selection of terms and definitions for their inclusion in the glossary was guided by the

thought to retain the generality of the approach, provide a framework for the QA system and point to thevast possibilities and freedoms that this scheme leaves to all its components while, simultaneously,achieving applicability of those terms and definition within existing higher education system in theRepublic of Croatia. The main idea behind such approach was to produce a comprehensive glossary thattakes various concepts of quality in higher education into account. Some of these concepts include: a)quality as fitness for purpose concept which highlights the significance of the QA procedures focusing onthe realization of the objectives, mission and purpose of a certain higher education institution (HEI); b)quality as fitness of purpose concept that sees the quality as adequacy or validity of objectives andmission set by a certain HEI; then c) the concept of quality as excellence; and d) the concept of quality as

permanent enhancement. Furthermore, the task of preparing this glossary was driven by the intention toavoid possible effects that potential QA system restructuring may cause, such as the need for redefinitionof certain terms or procedures, which, in the manner they are covered in this glossary, allow for varioustypes of their application, whilst still being in line with the requirements of individual institution. At last,this approach was taken bearing in mind the importance ofgenius loci of each and every HEI, which stirsinstitutions tendencies, endeavours and routes and, hence, constitutes a relevant factor in organisationand implementation of the QA system. An example of the broad manoeuvre area that the QA systemoffers include various evaluation methods including assessment, benchmarking, internal and externalevaluation, peer review, quality audit and other procedures that may be implemented individually or incombination, depending on the estimated benefit of a certain method for setting up the system based oncontinuous quality enhancement and sustainable quality culture.


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AKREDITACIJA ACCREDITATIONPostupak putem kojeg (ne)vladino ili privatno tijeloocjenjuje kvalitetu visokog uilita u svoj njegovojukupnosti ili kvalitetu studijskog programa kako bi seslubeno utvrdilo ispunjava li predmet vrednovanjaminimalne postavljene kriterije i standarde.Uobiajeni je ishod ovog procesa dodjela statusapriznavanja (da/ne odluka) ili, kada je to primjereno,izdavanje dopusnice za rad s vremenskimogranienjem. Postupak akreditacije moepodrazumijevati poetnu i periodinu samoanalizu ivrednovanje vanjskih kolega strunjaka. Postupakakreditacije uglavnom ukljuuje provedbu posebnihaktivnosti na sljedee tri razine:

The process by which a (non-) governmental or

private body evaluates the quality of a highereducation institution as a whole or of a specificeducational programme in order to formally recognize

it as having met certain predetermined minimalcriteria or standards. The result of this process is

usually the awarding of a status (a yes/no decision), ofrecognition, and sometimes of a license to operatewithin a time-limited validity. The process can implyinitial and periodic self-study and evaluation byexternal peers. The accreditation process generally

involves three steps with specific activities:

a) postupak samovrednovanja provodi znanstveno-

nastavno i administrativno osoblje zaposleno navisokom uilitu odnosno osoblje angairano nastudijskom programu koji je predmet vrednovanja, a

krajnji ishod tog postupka predstavlja izvjeeizraeno na temelju niza standarda i kriterija koje jedefiniralo akreditacijsko tijelo,

(i) a self-evaluation process conducted by the faculty,

the administrators, and the staff of the institution oracademic programme, resulting in a report that takesas its reference the set of standards and criteria of the

accrediting body;

b) studijski posjet provodi prosudbena skupinaakreditacijskog tijela koja pregledava dokumentacijuvisokog uilita, posjeuje prostorije visokog uilita,obavlja razgovore sa znanstveno-nastavnim iadministrativnim osobljem te izrauje izvjee koje

sadri preporuku povjerenstvu akreditacijskog tijela uvezi s odlukom o akreditaciji pojedinog visokoguilita,

(ii) a study visit, conducted by a team of peers,selected by the accrediting organization, whichreviews the evidence, visits the premises, andinterviews the academic and administrative staff,resulting in an assessment report, including a

recommendation to the commission of the accreditingbody;

c) ocjena dokaza i izricanje preporuka na temeljuutvrenog niza kriterija vezanih uz kvalitetu iji jekrajnji ishod slubena odluka akreditacijskog tijelakoja se dostavlja visokom uilitu i, gdje je toprikladno, svim njegovim sastavnicama.

(iii) examination by the commission of the evidenceand recommendation on the basis of the given set ofcriteria concerning quality and resulting in a finaljudgment and the communication of the formaldecision to the institution and other constituencies, ifappropriate.

AKREDITACIJA VISOKOG UILITA INSTITUTIONAL ACCREDITATIONPod ovim se pojmom podrazumijeva akreditacijacjelokupnog visokog uilita sa svim njegovimobrazovnim programima, lokacijama, metodamaprijenosa znanja, iskljuujui kvalitetu pojedinihstudijskih programa.

The term refers to the accreditation of the wholeinstitution, including all its programmes, sites, andmethods of delivery, without any implication as to thequality of the study programmes of the institution.

AKREDITACIJA STUDIJSKOG PROGRAMA PROGRAMME ACCREDITATION

Pod ovim se pojmom podrazumijeva akreditacijapojedinog studijskog programa koji se planira

provoditi na akreditiranom visokom uilitu pri emuse uzima u obzir akademska kvaliteta programa

odnosno sposobnost programa da stvori studente svisokim izlaznim kompetencijama primjenjivim upraksi.

The term refers to the accreditation of an individualprogramme of study proposed to be carried out by the

accredited institution, where special attention isdevoted to the academic quality of the programme of

study, that is, its ability to provide students with highcompetences applicable in practice.


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OCJENJIVANJE ASSESSMENT

1. Postupak sustavnog prikupljanja, kvantificiranja ikoritenja informacija radi donoenja prosudbe ouinkovitosti nastave i primjerenosti kurikulumavisokog uilita u cijelosti (institucionalnoocjenjivanje) ili pojedinih obrazovnih programa(ocjenjivanje obrazovnih programa). Ovaj postupak

ukljuuje vrednovanje temeljnih aktivnosti visokoguilita (prikupljanje kvantitativnih i kvalitativnihdokaza o ishodima obrazovnih aktivnosti iistraivanja). Ocjenjivanje je postupak neophodan zaovjerovljenje slubene odluke o akreditaciji, no ononuno ne dovodi do odluke o ishodu postupkaakreditacije.

1. The process of the systematic gathering,

quantifying, and using of information in view ofjudging the instructional effectiveness and thecurricular adequacy of a higher education institution

as a whole (institutional assessment) or of itseducational programmes (programme assessment). It

implies the evaluation of the core activities of thehigher education institution (quantitative andqualitative evidence of educational activities andresearch outcomes). Assessment is necessary in orderto validate a formal accreditation decision, but it does

not necessarily lead to an accreditation outcome.

2. Tehniki oblikovan proces vrednovanja ishodauenja studenata te unaprjeenja uenja i razvoja

studenata kao i uinkovitosti nastave.

2. A technically designed process for evaluatingstudent learning outcomes and for improving student

learning and development as well as teachingeffectiveness.

NEOVISNA PROSUDBA AUDIT

Postupak pregleda i provjere visokog uilita ilistudijskog programa kojim se ispituje odgovornostpredmeta vrednovanja odnosno utvruje jesu linavedeni ciljevi i tenje/svrhe doista ispunjene (usmislu kurikuluma, osoblja, infrastrukture itd.)

The process of reviewing an institution or aprogramme that is primarily focused on theaccountability of the latter, evaluating/determining ifthe stated aims and objectives (in terms of curriculum,staff, infrastructure, etc.) are met.

NEOVISNA PROSUDBA UILITA INSTITUTIONAL AUDITPostupak ije osnovno polazite poiva na traenju iprovjeri dokaza tepregledu kolega strunjaka ime seispituju postupci i mehanizmi osiguranja iunaprjeenja kvalitete visokog uilita. Posebna sepozornost posveuje procjeni odgovornosti visokoguilita u smislu upravljanja kvalitetom i akademskimstandardima.

An evidence-based process carried out through peerreview that investigates the procedures and themechanisms by which an institution ensures its qualityassurance and quality enhancement. It specificallyaddresses the final responsibility for the managementof quality and standards that rests with an institutionas a whole.

IZVJEE S NEOVISNE PROSUDBE /IZVJEE S OCJENJIVANJA / IZVJEE SVREDNOVANJA

AUDIT REPORT / ASSESSMENT REPORT /

EVALUATION REPORT

1. Dokument izraen na temelju pregleda kolegastrunjaka provedenog tijekom obilaska uilita usvrhu donoenja ocjene o kvaliteti odnosno, openitogledajui, o kvaliteti ustanove, akademskimstandardima, obrazovnoj infrastrukturi i osoblju.U izvjeu o visokom uilitu potrebno je opisati nakoji je nain ustrojen splet procedura za osiguranjekvalitete visokog uilita kao i uinke tog ustrojstvana kvalitetu obrazovnih programa. Izvjee s neovisneprosudbe dostavlja se visokom uilitu, najprije uobliku nacrta radi dobivanja povratne informacije od

predmetnog uilita, a zatim u konanom, slubenomobliku. Ono, izmeuostaloga, sadri opis metodaneovisne prosudbe, nalaze neovisne prosudbe,

1. The document prepared following a qualityassessment peer review team site visit that is generallyfocused on institutional quality, academic standards,learning infrastructure, and staffing. The report about

an institution describes the quality assurance (QA)arrangements of the institution and the effects of these

arrangements on the quality of its programmes. Theaudit report is made available to the institution, first indraft form for initial comments, and then in its final,

official form. It contains, among other things, thedescription of the method of the audit, the findings,

the conclusions of the auditors, and variousappendices listing the questions asked. In Europe, thedocument is often called an evaluation report or an


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zakljuke prosudbene skupine i razliite dodatke ukojima se navode pitanja postavljena tijekomvrednovanja, dobiveni odgovori i sl. Ovaj sedokument u Europi uobiajeno naziva izvjee svrednovanja ili izvjee s ocjenjivanja.

assessment report.

2. Ovakvo se izvjee moe pripremiti i oakreditacijskoj agenciji opisujui ustroj njezinasustava osiguranja kvalitete i uinke tog ustroja nakvalitetu programa ustanova za koje je onaodgovorna.

2. Such a report may also be prepared about anaccreditation agency, describing its quality assurance

arrangements and the effect of these arrangements onthe quality of the programmes in the institutions forwhich it is responsible.

UNUTARNJA NEOVISNA PROSUDBA INTERNAL AUDIT:Ovisno o tome tko provodi prosudbu, postoje tri

temeljna naina unutarnje neovisne prosudbe koja seprovodi na visokim uilitima: a) prosudbena skupina

sastavljena od predstavnika nastavnog osobljapredmetnog uilita, b) konzorcij za unutarnjuneovisnu prosudbu koji moe pruiti uslugu provjereklijentima unutar i izvan predmetnoga sektora te c)konzultantska kua koja provodi unutarnju neovisnuprosudbu.

There are currently three main modes for the

provision of internal audit within higher education: (i)in-house team employed as staff members by the

respective institutions; (ii) audit consortium (whichmay provide services to a number of clients bothwithin and outside the sector); and (iii) consultancy

firm that undertake internal audits.

REFERENTNA VRIJEDNOST BENCHMARK

Standard, referentna toka ili kriterij prema kojem sekvaliteta predmetnog subjekta mjeri, prosuuje ivrednuje te prema kojem se mjeri ishod odreene

aktivnosti. Pojam referentna vrijednost predstavljarazinu provedbe najbolje prakse. Izrada referentnihvrijednosti nuna je pretpostavka cijeloga postupkaocjenjivanja prema referentnim vrijednostima, .

A standard, a reference point, or a criterion againstwhich the quality of something can be measured,judged, and evaluated, and against which outcomes of

a specified activity can be measured. The term,benchmark, means a measure of best practiceperformance. The definition of a benchmark is onenecessary step in the overall process of benchmarking.

PRIKAZ REFERENTNE VRIJEDNOSTI BENCHMARK INFORMATIONIzriita izjava o akademskim standardima i ishodimadefiniranim za svako pojedino znanstveno podruje.Neke zemlje (npr. Velika Britanija), u sklopupostupka osiguranja kvalitete, definiraju referentnevrijednosti za pojedinu skupinu znanstvenih podruja.

Explicit national statements of academic standards oroutcomes for individual subjects. Some countries(e.g., the United Kingdom) develop benchmarks ofthis type in regard to a certain group of subjects as

part of their quality assurance process.

REFERENTNIH VRIJEDNOSTI

ZNANSTVENOG PODRUJA / PRIKAZREFERENTNIH VRIJEDNOSTI

ZNANSTVENOG PODRUJA

SUBJECT BENCHMARK / SUBJECT

BENCHMARK STATEMENTS

Prikaz referentnih vrijednosti znanstvenog podrujapredstavlja za akademsku zajednicu sredstvo zaopisivanjeprirode i obiljeja programa u pojedinomznanstvenom podruju kao i opa oekivanja vezanauz standarde akademskih stupnjeva u odreenomznanstvenom podruju. Prikaz referentnih vrijednostiznanstvenog podruja slui vie kao prikaz referentnihtoaka u okviru osiguranja kvalitete, a manje kao

Subject benchmark statements provide means for theacademic community to describe the nature andcharacteristics of programmes in a specific subject and

the general expectations about standards for the awardof a qualification at a given level in a particular

subject area. They are reference points in a qualityassurance framework more than prescriptivestatements about curricula.


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preskriptivna izjava povezana s kurikulumom.

OCJENJIVANJE PREMA REFERENTNIM

VRIJEDNOSTIMA

BENCHMARKING

Standardizirana metoda prikupljanja i izvjeivanja okritinim operativnim podacima koja se provodiomoguivanjem relevantne usporedbe izvedabarazliitih ustanova ili programa, obino s obzirom nautvrivanje dobre prakse, dijagnosticiranje problema uizvedbi i identificiranje prednosti. Ocjenjivanje premareferentnim vrijednostima predstavlja za uilite (ilistudijski program) vanjsku referencu ili najboljupraksu na kojoj se temelji vrednovanje te na temelju

koje se definiraju radni procesi.

A standardized method for collecting and reportingcritical operational data in a way that enables relevant

comparisons among the performances of differentorganizations or programmes, usually with a view to

establishing good practice, diagnosing problems inperformance, and identifying areas of strength.Benchmarking gives the organization (or theprogramme) the external references and the bestpractices on which to base its evaluation and to design

its working processes.

Ocjenjivanje prema referentnim vrijednostima definirase i kao:

Benchmarking is also defined as:

dijagnostiki instrument (pomo pri prosudbi okvaliteti)

a diagnostic instrument (an aid to judgments onquality);

alat samounaprjeenja (alat upravljanjakvalitetom/alat osiguranja kvalitete) koji pomaeustanovi (studijskom programu) pri usporedbi sdrugim relevantnim dionicima sustava u pogledupojedinih aspekata izvedbe i u cilju iznalaenjanaina za poboljanje sadanje izvedbe

a self-improvement tool (a qualitymanagement/quality assurance tool) allowingorganizations (programmes) to comparethemselves with others regarding some aspects ofperformance, with a view to finding ways toimprove current performance;

otvoreno i suradniko vrednovanje usluga ipostupaka s ciljem uenja iz dobrih praksi

an open and collaborative evaluation of servicesand processes with the aim of learning from goodpractices;

metoda upuivanja ustanove u nain provedbepoboljanja a method of teaching an institution how toimprove; trajan, sustavan postupak stalnog usporeivanja i

mjerenja radnih procesa jedne ustanove u odnosuna drugu uz primjenu izvanjskog pogleda naunutarnje aktivnosti.

an on-going, systematically oriented process ofcontinuously comparing and measuring the workprocesses of one organization with those of othersby bringing an external focus on internal activities.

Ocjenjivanje prema referentnim vrijednostimapodrazumijeva konkretne korake i strukturiranepostupke. Postoji nekoliko vrsta ocjenjivanja premareferentnim vrijednostima ovisno o tome to seusporeuje, odnosno ovisno o vrsti informacija kojuustanova prikuplja:

Benchmarking implies specific steps and structuredprocedures. Depending on what is being compared orthe type of information an institution is gathering,there are different types of benchmarking:

a) strateko ocjenjivanje prema referentnimvrijednostimausredotoeno na ono to je uinjeno,na strategije koje uilite koristi kako bi bilokonkurentno,

a) strategic benchmarking - focusing on what is done,on the strategies organizations use to compete

b) operativno ocjenjivanje prema referentnimvrijednostima - usredotoeno na nain kako je netouinjeno, koliko je dobra izvedba drugih uilita te nakoji je nain ta izvedba postignuta te

b) operational benchmarking - focusing on how thingsare done, on how well other organizations perform,

and on how they achieve performance

c) ocjenjivanje prema referentnim vrijednostima

zasnovano na podacimastatistiko ocjenjivanjeprema referentnim vrijednostima koje se bavi

usporedbom podataka o rezultatima ustanove ikonvencionalnih pokazatelja izvedbe.

c) data-based benchmarking - statistical bench-

marking that examines the comparison of data-basedscores and conventional performance indicators

Postoji, takoer, i unutarnje/vanjsko i vanjsko There is also internal/external and external


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suraivako/transindustrijsko/implicitno ocjenjivanjeprema referentnim vrijednostima. S obzirom narazliite vrste ocjenjivanja prema referentnimvrijednostima, ono moe biti vertikalno (usmjereno nakvantificiranje trokova, radnog optereenja iproduktivnosti uenja u odreenim studijskimprogramima) ili horizontalno (ispituje trokove ishodapojedinog procesa koji prelazi okvire jednog

studijskog programa).

collaborative/trans-industry/ implicit benchmarking.

Within different types, benchmarking may be eithervertical (aiming at quantifying the costs, workloads,

and learning productivity of a predefined programmearea) or horizontal (looking at the costs of outcomesof a single process that cuts across more than one

programme area).

NAJBOLJA PRAKSA BEST PRACTICE

Vrhunska metoda ili inovativan postupak kojiukljuuje stvarnu, prihvaenu razinu sigurnih irazumnih praksi iji je ishod poboljanje izvedbevisokih uilita ili studijskih programa i koji je nekadruga istorazinska ustanova obino prepoznala kaonajbolji. Najbolja praksa nuno ne predstavlja

apsolutni, ultimativni primjer ili obrazac ija primjenaosigurava poboljanu izvedbu visokog uilita ilistudijskog programa, ve se ona vie odnosi naidentificiranje najboljeg pristupa specifinoj situaciji sobzirom da se uilita i programi uvelike razlikuju uustrojstvu i misiji.

A superior method or an innovative process involvingan actual accepted range of safe and reasonable

practices resulting in the improved performance of ahigher education institution or programme, usually

recognized as best by other peer organizations. Abest practice does not necessarily represent an

absolute, ultimate example or pattern, the applicationof which assures the improved performance of ahigher education institution or programme; rather, it

has to do with identifying the best approach to aspecific situation, as institutions and programmes varygreatly in constituencies and scope.

CERTIFICIRANJE CERTIFICATION

Postupak kojim agencija ili udruga priznajepostignue utvrenih standarda kvalitete te u skladu stime obino daje odreene povlastice ciljanom

pojedincu (studentu ili nastavniku).

The process by which an agency or an associationacknowledges the achievement of established qualitystandards and usually grants certain privileges to the

target individual (student or teacher).

KODEKS PRAKSE CODE OF PRACTICEKodeks prakse predstavlja dokument koji, iako nepostavlja obvezne zahtjeve, opisuje minimalnezahtjeve za provedbu neovisne prosudbe te onezahtjeve koji upuuju na prakse koje se smatrajuvrijednima razmatranja. Kodeksom se utvrujeiscrpan niz oekivanja cijelog sustava koja se odnosena pitanja vezana uz upravljanje akademskom

kvalitetom i standardima u visokom obrazovanju.

Kodeks ustanovama prua mjerodavnu referentnutoku u smislu svjesnog, aktivnog i sustavnogosiguranja akademske kvalitete i standarda studijskihprograma, akademskih stupnjeva i kvalifikacija.

Kodeks polazi od pretpostavke da je svaka ustanova,uzimajui u obzir naela i prakse prihvaene nanacionalnoj razini, razvila svoj vlastiti sustav provjerevlastite kvalitete i standarda te provjere uinkovitostisustava osiguranja kvalitete. Pri izradi Kodeksa

provode se savjetovanja s brojnim strunjacimapraktiarima.

A Code of Practice is a document, with no mandatoryrequirements, that describes the minimum auditrequirements and those that are considered to reveal apractice worthy of consideration. A Code identifies acomprehensive series of system-wide expectationscovering matters relating to the management ofacademic quality and standards in higher education. It

provides an authoritative reference point for

institutions as they consciously, actively, andsystematically assure the academic quality andstandards of their programmes, awards, andqualifications. A Code assumes that, taking into

account nationally agreed upon principles andpractices, each institution has its own systems for

independent verification both of its quality andstandards and of the effectiveness of its qualityassurance systems. In developing a Code, extensive

advice is sought from a range of knowledgeablepractitioners.


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BODOVI

CREDITS

Studijski je bod opeprihvaena vrijednost koja sekoristi za mjerenje studentskog radnog optereenja sobzirom na vrijeme koje je potrebno za zavravanjejedinice studijskog programa odnosno ostvarivanje

ishoda uenja. Bod omoguuje studentima inastavnicima utvrivanje obima i razine uenjapolazei od postignutih ishoda uenja i procijenjenogoptereenja izraenog u satima rada.Bod se moe dodijeliti za priznavanje postignutogishoda na specifinoj razini i na temelju neijegradnog iskustva kao prethodno uenje ili temeljemobavljanja zadataka tijekom sudjelovanja uprogramskim jedinicama. Steeni se bod ne moe

ponititi iako u posebnim okolnostima ustanova moepostaviti pravilo da se bodovi moraju stei uodreenom vremenskom razdoblju kako bi se moglipriznati kao dio cjelovita studijskog programa. To jeobino sluaj u podrujima u kojima se spoznaje brzomijenjaju, primjerice u medicini, informatici i sl.

A credit is a generally agreed-upon value used tomeasure a student workload in terms of learning time

required to complete course units, resulting in learningoutcomes.

Based on the achievement of learning outcome andassociated workload measured in time, the creditenables students and teachers to assess the volume andlevel of learning.A credit may be awarded to a learner in recognition of

the verified achievement of designated outcomes at aspecific level through work based learning or prior

learning as well as through coursework. Credit cannotnormally be lost once achieved, although in particular

circumstances an institution can lay down that creditsmust have been awarded within a certain timeframe tobe recognized as part of the study programme. This

will be the case in subject areas where knowledge andskills are subject to rapid change, e.g. medicine,informatics, etc.

PRIKUPLJANJE STUDIJSKIH BODOVA ACCUMULATION OF STUDY CREDITSAkumulacija kredita proces je skupljanja bodovaunutar programa. U sustavu akumulacije bodovapotrebnoje skupiti odreen broj bodova u skladu sa

zahtjevima programa kako bi se uspjeno zavrioprogram ili dio programa. Bodovi se dodjeljuju iakumuliraju samo onda kada je postignut odreenishod uenja koji je potvren u procesu vrednovanja.Studenti mogu koristiti sustav akumulacije bodova zaprijenos bodova postignutih tijekom praktinihprograma ili steenih u drugoj obrazovnoj ustanovi.Bodovi se, takoer, mogu prenositi i izmeu programau istoj ustanovi, izmeu razliitih ustanova u zemlji ilina meunarodnoj razini (obino s ogranienjima upogledu ukupnog broja bodova koji se mogu

prenositi). Studijski bod koji je student stekao na

odreenom visokom uilitu moe se priznati nadrugom uilitu ovisno o zajednikim obiljejima kojedva programa imaju u smislu razine i konteksta. Tajproces studentu omoguuje studij odreenih jedinica imodula, a da pritom ne mora odmah postii iakademsko priznanje (diplomu, potvrdu), ali isto takoomoguuje dobivanje potvrda za djelomino dovreniprogram temeljem prikupljenih bodova. U svakomsluaju diplomu dodjeljuje ustanova i ona odluujemogu li se bodovi skupljeni drugdje prihvatiti kao diorada koji je potreban za odreeni program.

Credit accumulation is the process of collectingcredits for learning within degree programmes. In acredit accumulation system a specified number of

credits must be obtained in order to completesuccessfully a study programme or part thereof,according to the requirements of the programme.Credits are awarded and accumulated only when thesuccessful achievement of the required learningoutcomes is confirmed by assessment. Learners canuse the credit accumulation system to transfer or cashin credits achieved from work-basedlearning/different programmes within and betweeneducational institutions. Credits are also transferablebetween programmes in the same institution, between

different institutions within the same country, or

intentionally (often with certain limits about theproportion of the total that can be transferred).Credit gained by a student in a given higher educationinstitution may be recognized in another institution,

depending upon the commonality in terms of level andcontext.

The process allows learners to study individual unitsand modules without immediately achieving anacademic award, and also allows for the award of

interim awards where students do not complete a fullprogramme leading to the award of a degree. In every

case it is the institution that will award the degree thatdecides which credits earned elsewhere can beaccepted as part of the work required for the degree.


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KOMPETENCIJE COMPETENCESKompetencije predstavljaju dinaminu kombinacijukognitivnih i metakognitivnih vjetina, znanja irazumijevanja, meuljudskih, intelektualnih ipraktinih vjetina te etikih vrijednosti. Razvoj tihkompetencija cilj je svakog obrazovnog programa.Kompetencije se razvijaju u svim programskimjedinicama i utvruju u razliitim stupnjevimaprograma. Neke su kompetencije podruno specifine(svojstvene odreenoj disciplini), dok su drugegenerike (zajednike svim programima). Uobiajenoje da se razvoj kompetencija odvija cikliki i naintegriran nain tijekom cijelog programa.

Competences represent a dynamic combination ofcognitive and metacognitive skills, knowledge and

understanding, interpersonal, intellectual and practicalskills and ethical values. Fostering these competences

is the object of all educational programmes.Competences are developed in all course units andassessed at different stages of a programme. Somecompetences are subject-area related (specific to afield of study), while others are generic (common to

any degree course). It is normally the case thatcompetence development proceeds in an integrated

and cyclical manner throughout a programme.

ECTS bodovi -Europski sustav prijenosa bodova ECTS (European Credit Transfer System)ECTS bodovi predstavljaju rezultat projekta Europskezajednice zapoet u okviru programa ERASMUS(1988.-1995.). Sustav je u irem smislu razvijen urazdoblju od 1995. do 1999. godine u sklopusastavnice visokog obrazovanja programaSOCRATES i programa ERASMUS te se pokazaouinkovitim alatom za postizanje transparentnostikurikuluma i akademsko priznavanje. AktivnostECTS-a dvostruka je: s jedne strane studentima kojisu studij zavrili u inozemstvu osigurava akademskopriznavanje i time potie mobilan pristup studiranju, a

s druge strane visokim uilitima pruatransparentnost kurikuluma nudei detaljneinformacije u vezi s predmetnim kurikulumom injegovom relevantnou u pogledu steenogakademskog stupnja i omoguujui visokim uilitimaodravanje autonomije i preuzimanje odgovornosti zasve odluke u vezi s postignuima studenata. Bolonjskadeklaracija smatra ECTS zajednikim okvirom zaizradu kurikuluma i studentsku mobilnost u okviruEuropskog prostora visokog obrazovanja.

ECTS is an outcome of the European Communityproject initially established under the ERASMUS

Programme (1988-1995). It was developed morebroadly between 1995-1999 under the highereducation component of the SOCRATES Programme,ERASMUS, and proved to be an effective tool forcreating curricular transparency and facilitatingacademic recognition. The activity of ECTS istwofold: on the one hand, it guarantees academicrecognition to students of studies completed abroadand furthermore enables studies abroad; on the other

hand, it provides higher education institutions withcurricular transparency by offering detailedinformation regarding the respective curricula andtheir relevance in terms of an earned degree and byenabling higher education institutions to preserve theirautonomy and responsibility for all decisionsregarding student achievement. The BolognaDeclaration takes ECTS as the common frameworkfor curriculum design and student mobility within theenvisaged European Higher Education Area.

KRITERIJI CRITERIAMjerilo, kontrolna toka i referentna vrijednost kojomse ispituje postignue odreenih ciljeva i/ili standarda.Kriterij relativno detaljno opisuje obiljeja zahtjeva iuvjeta koje je potrebno ispuniti (kako bi se zadovoljiostandard) te time prua (kvantitativnu i/ilikvalitativnu) osnovu za donoenje zakljuka ovrednovanju.

Yardsticks/checkpoints/benchmarks by which theattainment of certain objectives and/or standards canbe examined. Criteria describe in a certain degree of

detail the characteristics of the requirements andconditions to be met [in order to meet a standard] and

therefore provide the (quantitative and/or qualitative)basis on which an evaluative conclusion is drawn.

KRITERIJ IZVEDBE PERFORMANCE CRITERIAMjerilo, kontrolna toka i referentna vrijednost koja sekoristi za donoenje prosudbe o postignuu standardaizvedbe. Kao odlike, obiljeja ili dimenzije standarda

Yardsticks/checkpoints/benchmarks that are used tojudge the attainment of performance standards. Asqualities, characteristics, or dimensions of a standard


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studentske izvedbe kriteriji izvedbe pokazuju u kojoj

mjeri studenti ispunjavaju oekivanja u vezi snjihovim znanjima i sposobnostima, to se izraavarazliitim stupnjevima uspjeha putem ocjena ilibodovnih razreda.

for student performance, they indicate how well

students meet expectations of what they should knowand be able to do, as expressed by varying gradients of

success by (scoring) rubrics or by grades.

KULTURA DOKAZA CULTURE OF EVIDENCEKultura dokaza, s obzirom da je u odnosu s kulturomkvalitete u ustanovi, predstavlja upravo taj steenihabitus visokih uilita i temelji se na jasnim etikimvrijednostima, naelima i pravilima koja se sastoje odsamovrednovanja ishoda uenja, pri emu se angairanastavno i administrativno osoblje radi paljivog iredovitog prikupljanja, odabira i koritenja relevantnihpokazatelja uspjenosti visokog uilita da bi seobavijestilo i dokazalo, kada (i kome) je to potrebno,

da su aktivnosti u odreenom podrujuzadovoljavajue (npr. planiranje u ustanovi, donoenjeodluke, kvaliteta, itd.), odnosno da bi se poboljaliishodi uenja i nastave. Kultura dokaza (to nije istoto i kultura profesionalne tradicije i povjerenja)predstavlja empiriku osnovu kulture kvalitete visokihuilita. Kao to je formulirano u standardimaZapadne udruge kola i koleda, kultura dokaza kojubi visoka uilita trebala razviti podrazumijevapoticanje pruanja empirijskih podataka koji pokazujuda su programi uilita koje je predmet vrednovanjakonzistentni s ciljevima i misijom uilita, a ne s

nekom unaprijed zadanom listom zahtjeva.

As it relates to institutional quality culture, the cultureof evidence is that habit acquired in a higher educationinstitution and based on clear ethical values,principles, and rules, which consists of the self-evaluation of its learning outcomes, engaging the

teaching staff and the academic administration in athoughtful, regular collection, selection, and use of

relevant institutional performance indicators, in orderto inform and prove, whenever (and to whomever)

necessary, that it is doing well in specific areas (e.g.,institutional planning, decision- making, quality, etc.)and for the purpose of improving its learning and

teaching outcomes. The culture of evidence (asopposed to a culture of professional tradition andtrust) is the empirical basis for the quality culture ofa higher education institution. As formulated withinthe new WASC (Western Association of Schools andColleges) standards, the culture of evidence requestedfrom a higher education institution implies that theinstitution is stimulated to be able to provide empiricaldata that its programmes are consistent with its own

mission and not with some pre-given check list ofrequests.

(RAZINSKI) DESKRIPTOR DESCRIPTOR (LEVEL)Razinski deskriptor tvrdnja je koja pokazuje dubinu iopseg uenja u odreenom stupnju programa.Deskriptori slue kao vodi za vrstu zahtjeva ilioekivanja kojima student mora udovoljiti na svakojrazini programa. Deskriptori vode studenta inastavnika kroz kurikulum s obzirom na sloenost,relativne zahtjeve i autonomiju studenta. Ti se opi

deskriptori mogu primijeniti na specifine discipline inaine uenja. Razinski su deskriptori korisni priizradi kurikuluma, dodjeljivanju bodova, validacijiprograma i u uputama zapriznavanje uenja iziskustva i iz neformalnog uenja te za planiranjeprofesionalnog razvoja nastavnog osoblja.

Level descriptors are statements that provide a broadindication of learning appropriate to attainment at aparticular level, describing the characteristics andcontext of learning expected at that level. They aredesigned to support the reviewing of specifiedlearning outcomes and assessment criteria in order to

develop particular modules and units and to assign

credits at the appropriate level. The descriptors guidethe learner, teachers and curriculum with respect tothe complexity, relative demand and learnerautonomy. These general descriptors can be applied to

specific subject disciplines and ways of learning.Level descriptors are useful for curriculum design,

assignment of credits, validation, guidelines forrecognition of learning from experience and of nonformal learning and for staff development.


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(KVALIFIKACIJSKI) DESKRIPTOR DESCRIPTORS (QUALIFICATION)

Deskriptori razine predstavljaju iskaze koji postavljajuishode glavnih kvalifikacija na odreenoj razinivisokog obrazovanja (obino steenih akademskihstupnjeva) te prikazuju prirodu razlike meurazinama. Na odreenim razinama moe postojati vieod jedne vrste kvalifikacije. Prvi dio kvalifikacijskogdeskriptora (koji je osobito vaan za izradu,odobravanje i analizu studijskih programa) predstavljaiskaz o ishodima tj. studentskom postignuu koje jepojedini student u stanju demonstrirati radi stjecanjakvalifikacija. Drugi dio (koji je osobito vaanposlodavcima) iskaz je o irim sposobnostima koje seoekuju od prosjenog studenta. Prema periodinom

pregledu postojeih kvalifikacijskih deskriptora te usvjetlu razvoja drugih referentnih toaka kao to sureferentne vrijednosti, dodatni kvalifikacijski

deskriptori razraeni su na svakoj pojedinoj razini.S namjerom izgradnje Europskog prostora visokogobrazovanja Zdruena inicijativa za kvalitetu (JointQuality Initiative (JQI)) predloila je razmatranjeizrade deskriptora za razinu prvostupnika i magistrastruke (BaMa deskriptori) koji bi bili prepoznatljivi naeuropskoj razini te bi se mogli koristiti u razliitesvrhe ovisno o posebnom nacionalnom, regionalnomili institucionalnom kontekstu ili zadanosti.

Qualification descriptors are statements that set outthe outcomes of principal higher education

qualifications at given levels (usually of an awardeddegree) and demonstrate the nature of change between

levels. At some levels, there may be more than onetype of qualification. The first part of a qualificationdescriptor (of particular interest to those designing,approving, and reviewing academic programmes) is astatement regarding outcomes, i.e., the achievement of

a student that he or she should be able demonstrate forthe award of the qualification. The second part (of

particular interest to employers) is a statement of thewider abilities that the typical student could be

expected to have developed. Upon periodical reviewof the existing qualification descriptors and in light ofthe development of other points of reference, such as

benchmark statements, additional qualificationdescriptors at each level are elaborated.In view of the creation of the European HigherEducation Area, the Joint Quality Initiative (JQI)Group proposed considering the development ofdescriptors for Bachelors and Masters Degree(BaMa descriptors) that might be shared withinEurope and be available for a variety of purposesdepending on particular national, regional, or

institutional contexts and requirements.

UINKOVITOST (OBRAZOVANJA ) EFFECTIVENESS (EDUCATIONAL)Izlazni rezultat posebnog pregleda/analize (npr.analiza uinkovitosti obrazovanja koju je provelaZapadna udruga kole i koleda ili njezino Izvjee oinstitucionalnoj uinkovitosti) koji se mjeri razinom(kvalitete) postignua posebnih ciljeva obrazovanjaodnosno razinom na kojoj je visoko uilite ispuniloposebne uvjete. Efektivnost (uinkovitost) razlikuje seod efikasnosti koja se mjeri veliinom izlaznog

rezultata odnosno koritenih inputa. Kao primarnomjerilo uspjeha studijskog programa ili visokoguilita, putem razliitih procedura (nadzora,opaanja, obilaska uilita itd.), moraju se prikupitijasni pokazatelji, bitne informacije i dokazi kojinajbolje oslikavaju uinkovitost ustanove s obziromna uenje studenata i akademsko postignue. Mjerenjeuinkovitosti obrazovanja stvara dodanu vrijednostkroz proces osiguranja kvalitete i akreditacijski

postupak te pridonosi razvoju kulture dokaza navisokom uilitu.

An output of specific review/analyses (e.g., theWASC Educational Effectiveness Review or itsReports on Institutional Effectiveness) that measure(the quality of) the achievement of a specificeducational goal or the degree to which a highereducation institution can be expected to achievespecific requirements. It is different from efficiency,

which is measured by the volume of output or input

used. As a primary measure of success of aprogramme or of a higher education institution, clearindicators, meaningful information, and evidence bestreflecting institutional effectiveness with respect to

student learning and academic achievement have to begathered through various procedures (inspection,

observation, site visits, etc.). Engaging in themeasurement of educational effectiveness creates avalue-added process through quality assurance and

accreditation review and contributes to building,within the institution, a culture of evidence.

VREDNOVANJE EVALUATIONVrednovanje pouavanja i uenja u odreenom odjelu, Evaluation of teaching and academic studies in a


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kolegiju ili programu obuhvaa sve one aktivnostikoje se odnose na utvrivanje kvalitete isvrsishodnosti programa te utvrivanje primjerenostisvrhe programa. Snaga i slabost obrazovanja mogu seprocijeniti na temelju provjera i analize primijenjenihnaina osiguranja kvalitete. Vrednovanje se moeprovoditi pomou unutarnjih i vanjskih postupaka.Glavni je cilj primjene postupaka vanjskog i

unutarnjeg vrednovanja poboljanje kvalitete stjecanjaznanja studenata.

subject or department and the related degree

programmes comprises all those activities which aimat assessing quality and fitness for purpose and of

purpose. Strengths and weaknesses of education andtraining can bi identified by stocktaking, analysis andproposals formulated to ensure the sustainability of

quality. Evaluation may be carried out through bothinternal and external procedures. The main goal in

enhancing quality is ensuring that internal andexternal procedures are used to improve studentlearning.

VANJSKO VREDNOVANJE EXTERNAL EVALUATIONPostupak u kojem specijalizirana agencija prikupljapodatke, informacije i dokaze o radu ustanove,

posebne jedinice predmetne ustanove ili o kljunimaktivnostima ustanove u cilju izrade iskaza o njezinoj

kvaliteti. Vanjsko vrednovanje provodi skupinavanjskih kolega strunjaka tj. predstavnika akademskezajednice ili strunjaka u predmetnom podruju kojidolaze iz drugih drutveno-gospodarskih grana, a samse postupak obino sastoji od sljedee tri aktivnosti:i. analiza izvjea o samoanaliziii. obilazak uilitaiii. izrada izvjea s vrednovanja

The process whereby a specialized agency collectsdata, information, and evidence about an institution, a

particular unit of a given institution, or a core activityof an institution, in order to make a statement about its

quality. External evaluation is carried out by a team ofexternal experts, peers, or inspectors, and usuallyrequires three distinct operations:

i. analysis of the self-study report;ii. a site visit;iii. the drafting of an evaluation report.

UNUTARNJE VREDNOVANJE,

SAMOVREDNOVANJE

INTERNAL EVALUATION, SELF-

EVALUATIONPostupak unutarnjeg vrednovanja sastoji se odsustavnog prikupljanja administrativnih podataka,ispitivanja miljenja studenata i svrenih studenata,voenja moderiranih intervjua s predavaima istudentima te periodine izrade izvjea sasamovrednovanja. Samovrednovanje u svojoj bitipredstavlja zajedniko promiljanje ustanove temogunost za unaprjeenje kvalitete. Izvjee sasamovrednovanja predstavlja polazni skup informacijakoji prosudbenoj skupini pri provedbi vanjskogvrednovanja slui kao ishodite.

The process of self-evaluation consists of thesystematic collection of administrative data, thequestioning of students and graduates, and the holdingof moderated interviews with lecturers and students,resulting in a self-study report. Self-evaluation isbasically a collective institutional reflection and anopportunity for quality enhancement. The resultingreport further serves as a provider of information forthe review team in charge of the external evaluation.

FORMALNO UENJE FORMAL LEARNINGStrukturirano uenje (u smislu ciljeva uenja, vremenai podrke uenju) na nekoj od obrazovnih ustanovakoje zavrava izdavanjem slubenog dokumenta ostjecanju odreenog stupnja naobrazbe. Iz perspektivestudenta formalno uenje sadri namjeru.

Formal learning is a structured learning (with respectto the learning goals, time and learning support) at

some HEI, which results in obtainment of an officialdocument confirming the acquirement of a certain

educational degree.

IZVANFORMALNO UENJE NON-FORMAL LEARNINGUenje koje nije organizirano unutar neke obrazovneustanove i u pravilu ne zavrava izdavanjemslubenog dokumenta. Ipak, takvo je uenjestrukturirano (postoje ciljevi, odreeno vrijeme ipodrka uenju). Iz perspektive uenika i

Non-formal learning is not organized and provided bya certain HEI and, usually, does not result in issuance

of an official document. However, such learning isstructured (goals are defined, such as timeframe andlearning support). Form the learners perspective, non-


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izvanformalno uenje sadri namjeru. formal learning is based on an intention too.

NEFORMALNO UENJE INFORMAL LEARNINGUenje koje je rezultat svakodnevnih aktivnosti naposlu, u obitelji ili u slobodno vrijeme. Ono nije

strukturirano (nema ciljeva uenja, odreenogvremena ni podrke uenju) i u pravilu ne zavravaizdavanjem slubenog dokumenta. Ono moe bitinamjerno, no najee to nije.

Informal learning is a result of work based activitiesor other everyday activities in family life or in

pastime. This is not structured learning (learninggoals, timeframe and learning support is not defined

or provided) and, usually, does not result in issuanceof an official document. While such learning may beintended, it, usually, is not.

POKAZATELJI INDICATORSOperativne varijable koje se odnose na posebne

empiriki mjerljive karakteristike visokih uilitaodnosno studijskih programa na temelju kojih se

mogu prikupiti dokazi da bi se odredilo jesu listandardi zadovoljeni. Pomou pokazateljaidentificiraju se trendovi uspjenosti i podruja ukojima je potrebnopoduzeti odreene radnje i/iliprovesti usporedbu stvarnih izvedaba s utvrenimciljevima. Oni se, takoer, koriste za provoenjeteorijskih aspekata kvalitete u praksu to je poznatopod pojmom operacionalizacija. Pokazatelji serazlikuje od mjeril koja predstavljaju podatke zaodreivanje razine uspjenosti predmeta provjere te odstandarda koji predstavljaju razinu prihvatljiveizvedbe u smislu posebnog numerikog kriterija.

Drugo razlikovno obiljeje odnosi se na razliitu vrstupokazatelja: a) ekonomski pokazatelji (odnose se naproraun), b) pokazatelji efikasnosti (stvarnaproduktivnost ili output po jedinici inputa) te c)pokazatelji efektivnosti (stupanj postignua ciljeva).Posljedino, tree razlikovno obiljeje odnosi se na: a)pokazatelje konteksta koji se odnose na posebnookruenje visokog uilita ili studijskog programa drutveno, gospodarsko, politiko, zemljopisno itd., b)pokazatelje inputa koji se odnose na logistike,ljudske i financijske resurse koje visoko uilitekoristi, c) pokazatelje procesa koji se odnose na

koritenje resursa visokog uilita, upravljanjeinputima te funkcioniranje organizacije, te d)pokazatelje outputa koji se odnose na stvarnapostignua ili proizvode visokog uilita. Ovajposljednji okvir poznat je i kao CIPO model (tj.contexst, input, process, output) koji se esto koristi uvrednovanju studija.

Operational variables referring to specific empirically

measurable characteristics of higher educationinstitutions or programmes on which evidence can be

collected that allows for a determination of whether ornot standards are being met. Indicators identifyperformance trends and signal areas in need for action

and/or enable comparison of actual performance withestablished objectives. They are also used to translatetheoretical aspects of quality, a process known asoperationalization. An indicator must be distinguishedfrom a measure, which is data used to determine thelevel of performance of an attribute of interest, andfrom a standard, which is the level of acceptableperformance in terms of a specific numeric criterion.Another distinction is made between the different

types of indicators: (i) indicators of economy(following and respecting budgets); (ii) indicators ofefficiency (actual productivity or output per inputunit); and (iii) indicators of effectiveness (degree ofattainment of objectives). A third and relativelyconsequent distinction is made between: (i) contextindicators, that relate to the specific environment of ahigher education institution or programme (social,economic, political, geographical, etc.); (ii) inputindicators, that relate to the logistical, human, andfinancial resources used by a higher education

institution; (iii) process indicators, that refer to the use

of resources by a higher education institution, to themanagement of the inputs, and to the functioning ofthe organization; and (iv) output indicators, thatconcern the actual achievements or products of the

higher education institution. This latter framework isalso known as the CIPO-model (i.e., Context, Inputs,Process, Outputs), frequently used in evaluationstudies.

POKAZATELJI USPJENOSTI PERFORMANCE INDICATORSNiz statistikih parametara na temelju kojih se mjerirazina izvedbe visokog uilita odnosno studijskogprograma u odreenoj kvalitativnoj dimenziji.

A range of statistical parameters representing ameasure of the extent to which a higher educationinstitution or a programme is performing in a certain


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Pokazatelji uspjenosti predstavljaju kvalitativna ikvantitativna mjerenja outputa (kratkorona mjerenjarezultata) te mjerenja ishoda (dugorono mjerenjeishoda i uinaka) sustava ili programa. Pomou njihustanova odreuje referentnu vrijednost svoje izvedbeodnosno provodi usporedbu visokih uilita.Pokazatelji uspjenosti uinkoviti su samo kada sekoriste kao dio koherentnog niza inputa, procesa i

pokazatelja outputa. S obzirom da visoka uilitaprovode razliite aktivnosti te su, kao takva,usmjerena k ostvarenju viestrukih ciljeva, zaidentificiranje i provedbu velikog broja pokazateljauspjenosti nuno je obuhvatiti cjelokupno podrujedjelatnosti. Primjeri esto koritenih pokazateljauspjenosti koji obuhvaaju razliite aktivnostiustanove ukljuuju: broj prijavljenih studenata sobzirom na upisne kvote, bodovi steeni u

razredbenom postupku potrebni za upis, radnooptereenje znanstveno-nastavnog osoblja,zapoljivost diplomiranih studenata, ugovori iraspoloiva sredstva za provedbu istraivanja, brojobjavljenih lanaka i studija, omjer studenata iznanstveno-nastavnog osoblja, prihodi i rashodiuilita te oprema i namjetaj uilita i zavoda/odjela.Pokazatelji uspjenosti povezani su s procesomodreivanja referentnih vrijednosti te se utvruju krozposebne pilot-zadatke kako bi poluili najbolji uinaku komparativnoj ili profilacijskoj analizi.

quality dimension. They are qualitative and

quantitative measures of the output (short-termmeasures of results) or of the outcome (long-term

measures of outcomes and impacts) of a system or ofa programme. They allow institutions to benchmarktheir own performances or allow comparison among

higher education institutions. Performance indicatorswork efficiently only when they are used as part of a

coherent set of input, process, and output indicators.As higher education institutions are engaged in avariety of activities and target a number of differentobjectives, it is essential to be able to identify and toimplement a large range of performance indicators in

order to cover the entire field of activity. Examples offrequently used performance indicators, covering

various institutional activities, include: the number ofapplications per place, the entry scores of candidates,

the staff workload, the employability of graduates,research grants and contracts, the number of articles orstudies published, staff/student ratio, institutional

income and expenditure, and institutional anddepartmental equipment and furniture. Performanceindicators are related to benchmarking exercises andare identified through a specific piloting exercise inorder to best serve their use in a comparative orprofiling analysis.

JEDNOSTAVNI POKAZATELJI SIMPLE INDICATORTo je opi tip pokazatelja, izraen u obliku apsolutnihiznosa, iji je cilj dati relativno nepristran opisprocesa. Budui da jednostavni pokazatelji iskljuujusvaku prosudbu i/ili referentno mjesto (npr. standard,cilj ili ocjenu), njihova je relativnost manja odpokazatelja uspjenosti.

A more general type of indicator, expressed in theform of absolute figures, intended to provide arelatively unbiased description of a process. Simpleindicators are less relative than performance indicatorsin that they exclude any judgments and/or points ofreference (e.g., a standard, an objective, or anassessment).

ZNANJE KNOWLEDGE

Znanje predstavlja skup steenih i povezanihinformacija. U Hrvatskom kvalifikacijskom okviru,

znanje e se odnositi na teorijsko i/ili injeninoznanje.

Knowledge means a set of gained and interconnected

information. In Croatian Qualification Framework,

knowledge shall refer to theoretical and/or factualknowledge.

LICENCA/LICENCIRANJE LICENSURE/LICENSINGPostupak u kojem vladino tijelo izdaje slubenodoputenje a) za obavljanje odreene djelatnosti i/iliuporabu odreene titule osobama koje posjedujuodreene kvalifikacije b) za provedbu studijskihprograma utemeljen na vrednovanju relevantnihplanova i opisa programa radi omoguivanja njihoveprovedbe prije stjecanja slubene akreditacije (npr.jamstvo senata za doktorske studije) te c) ustanovama

radi obavljanja odreenih aktivnosti. Uobiajeno je dase dozvola za rad (u sluaju fizikih osoba) stjeeispitivanjem ili diplomiranjem na akreditiranim

The process by which a governmental agency grants

official permission (i) to persons meetingpredetermined qualifications to engage in a given

occupation and/or use of a particular title; (ii) toprogrammes, based on the evaluation of appropriateplans, to operate before obtaining accredited status,

and (iii) to institutions to perform specified functions.Licensure (in the case of persons) is usually obtained

through examination or graduation from an accreditedinstitution.


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ustanovama.

ISHODI OUTCOMES

Oekivani ili postignuti rezultati studijskog programaodnosno postignue ciljeva visokog uilita koje semjeri velikim brojem pokazatelja (kao to je znanje,kognitivne sposobnosti i stavovi studenata). Ishodi

predstavljaju izravan rezultat programa pouavanjaplaniranog u kontekstu razvoja studenta/uenika nasvim podrujima. Ishod se mora razlikovati od ciljakoji predstavlja traeni rezultat. Openito gledajui,svaki prikaz ishoda trebao bi opisati po jedan uinakprograma pouavanja odnosno vei brojuinaka ne bitrebalo sabirati u zajedniki iskaz. Nadalje, prikazipojedinanih ishoda moraju biti jasni i detaljni terazumljivi znanstveno-nastavnom osoblju i studentima

u bilo kojem znanstvenom podruju ili katedri.

Anticipated or achieved results of programmes or theaccomplishment of institutional objectives, as

demonstrated by a wide range of indicators (such asstudent knowledge, cognitive skills, and attitudes).

Outcomes are direct results of the instructionalprogramme, planned in terms of student/learnergrowth in all areas. An outcome must be distinguishedfrom an objective, which is a sought-after result.Generally, each outcome statement should describe

one effect of the instructional programme, and notaccumulate several into one statement. Also, the

statements should be clearly detailed and easilyunderstandable by all teaching staff and students in

the given area or department.

OCJENJIVANJE ISHODA OUTCOMES ASSESSMENTPostupak vrednovanja i poboljanja posebnih rezultatavisokih uilita radi prikaza uinkovitosti uilita.Predmet ocjenjivanja moe biti izvedba nastavnogosoblja, uinkovitost uilinih praksi i/ili radpojedinog zavoda/odjela odnosno provedba studijskogprograma (npr. analiza programa, analiza proraunaitd.). Ocjenjivanje ishoda formativan je postupak kojise koristi za samoanalizu, smanjenje trokova,

vrednovanje programa te bolje razumijevanje potrebastudenata.

The process of evaluation and improvement ofspecific results of a higher education institution inorder to demonstrate its institutional effectiveness.Assessment may concern the performance of teachingstaff, the effectiveness of institutional practices,and/or the functioning of departments or programmes(e.g., programme reviews, budget reviews, etc.). It is aformative procedure used for institutional self-study,

financial retrenchment, programme evaluation, andbetter understanding of the current needs of students.

CILJANI ISHODI UENJA INTENDED LEARNING OUTCOMESIskaz oekivanih studentskih znanja, sposobnostirazumijevanja i/ili sposobnosti koje bi student trebaomoi demonstrirati nakon zavretka procesa uenja teopis posebnih intelektualnih i praktinih vjetinasteenih ili demonstriranih uspjenim zavretkomnastavne jedinice, programa ili studija. Ishodi uenja,zajedno s kriterijima ocjenjivanja, specificiraju

minimalne zahtjeve za stjecanje bodova. Akumulacijai prijenos bodova olakani su ako su ishodi uenjaprecizno formulirani odnosno ako je u njimanaznaeno za koja se postignua mogu dobiti bodovi.Budui da se bave postignuima studenata a ne opomnamjerom nastavnika, ishodi uenja razlikuju se odciljeva uenja.

Statements of what a learner is expected to know,understand, and/or be able to demonstrate aftercompletion of a process of learning as well as thespecific intellectual and practical skills gained anddemonstrated by the successful completion of a unit,course, or programme. Learning outcomes, together

with assessment criteria, specify the minimum

requirements for the award of credit. Accumulationand transfer of credits is greatly facilitated if thelearning outcomes have been precisely defined and ifthey specify achievements liable for credit

acquirement. Learning outcomes are distinct from theaims of learning in that they are concerned with the

achievements of the learner rather than with theoverall intentions of the teacher.

OCJENJIVANJE STUDENTSKOG ISHODA STUDENT OUTCOME ASSESSMENTPostupak prikupljanja, analize i koritenjakvantitativnih i kvalitativnih podataka o nastavi i

ishodima uenja radi ispitivanja njihove sukladnosti snavedenom svrhom i ciljevima obrazovanja te radi

The act of assembling, analyzing, and using both

quantitative and qualitative evidence of teaching andlearning outcomes, in order to examine theircongruence with stated purposes and educational


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osiguranja kvalitetnih povratnih informacija koje epotaknuti uvoenje poboljanja.

objectives and to provide meaningful feedback that

will stimulate improvement.MJERLJIVI ISHODI COUNTABLE OUTCOMESMjerljivi ishodi predstavljaju rezultate koji se mogukvantificirati; to su mjerenja svih studentskih ishoda,osim steevine uenja, koja ukljuuju izvrne funkcijei mjerila afektivnosti. Primjeri mjerljivih ishodaukljuuju: broj osoba koje pronalaze zaposlenje, brojosoba registriranih kao glasai te broj osoba kojezavravaju visokokolsko obrazovanje. Steevineuenja predstavljaju koristi vezane uz govor, sluanje,itanje, pisanje i matematiku pismenost. Izvrnefunkcije ukljuuju rjeavanje problema, kritikorazmiljanje i metakogniciju. Mjerila afektivnostiukljuuju samopotovanje, samopouzdanje teinterpersonalnu komunikaciju.

Results that can be quantified; all measures of studentoutcomes except learning gains, including executivefunction skills, and affective-related measures.

Examples of countable outcomes include: numbers ofpersons who gain employment, numbers of people

who register to vote, and numbers of people whoachieve a graduate education degree. Learning gainsare gains in speaking, listening, reading, writing, andnumeracy. Executive function skills include problem-solving, critical thinking, and meta-cognition.

Affective-related measures include self-esteem, self-confidence, and interpersonal communication.

PREGLED KOLEGA STRUNJAKA, VANJSKIPREGLED PEER REVIEW/EXTERNAL REVIEW

Postupak ocjenjivanja kvalitete i uinkovitostiakademskih programa odreenog visokog uilita,osoblja uilita i/ili njegove strukture koji provodevanjski kolege strunjaci. (Strogo govorei, kolegestrunjaci su znanstvenici ili sveuilini nastavnicikoji se bave znanstveno-nastavnim podrujem koje jepredmet ocjenjivanja, no u praksi postoje razliitevrste vrednovatelja iako se podrazumijeva da bi svitrebali biti strunjaci u podruju koje se vrednuje te bi,openito, trebali poznavati sustav visokog

obrazovanja.) Postupak procjene moe se razlikovati sobzirom na izvor autoriteta i tip procjenitelja, njihovnain odabira i naobrazbu, obilazak uilita testandarde koje je potrebno postii. Pregled kolegastrunjaka obino se temelji na izvjeu sasamovrednovanja kojeje uilite dostaviloprosudbenoj skupini te, kao takvo, moe posluiti kaopolazna osnova za pokazatelje i/ili kao metodaprosudbe koja se primjenjuje pri vanjskomvrednovanju visokih uilita.

Assessment procedure regarding the quality and

effectiveness of the academic programmes of aninstitution, its staffing, and/or its structure, carried outby external experts (peers). (Strictly speaking, peersare academics of the same discipline, but in practice,different types of external evaluators exist, eventhough all are meant to be specialists in the fieldreviewed and knowledgeable about higher educationin general.) The review may [also] vary the source ofauthority of peers, types of peers, their selection and

training, their site visits, and the standards to be met.A review is usually based on a self-evaluation reportprovided by the institution and can itself be used as abasis for indicators and/or as a method of judgmentfor (external) evaluation in higher education.

KOLEGE STRUNJACI PEERSKolege strunjaci predstavnici su akademskezajednice kao i strunjaka u predmetnom podrujukoji dolaze iz drugih drutveno-gospodarskih grana.

Peers are representatives of academic community andof experts in a concerned field of study coming fromother economic and social sectors.

KVALIFIKACIJA QUALIFICATION

Svaki akademski stupanj (diploma ili neki drugi tipformalnog certificiranja) koji dodjeljuje nadleno,registrirano tijelo i koji potvruje uspjeni zavretakstudijskog programa. Kvalifikacija obuhvaa irokraspon akademskih stupnjeva koji se stjeu navisokom uilitu na razliitim razinama i u razliitimzemljama (npr. prvostupnici, magistri struke, doktori

itd.). Kvalifikacija je bitna u smislu onoga to onaoznauje: stupanj kompetencija te raspon znanja i

Any higher education award (degree, diploma, or

other type of formal certification) issued by acompetent, registered authority attesting thesuccessful completion of a course programme. It

covers a wide variety of higher education awards atdifferent levels and across different countries (e.g., the

Bachelors and Masters Degree, the Doctorate, etc.).A qualification is important in terms of what itsignifies: competencies and range of knowledge and


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vjetina. U nekim sluajevima kvalifikacija moe bitiekvivalent licenci. esto je sinonim za vjerodajnicu.

skills. Sometimes it is equivalent to a license to

practice. It is often synonymous with credential.

KVALIFIKACIJSKI OKVIR QUALIFICATION FRAMEWORKSveobuhvatan okvir politike visokog obrazovanja kojiu smislu radnog optereenja, razine, kvalitete, ishodauenja i profila studija definira sve vrste kvalifikacijapriznate na nacionalnoj razini u visokom obrazovanju.

Kvalifikacijski okvir mora biti razumljiv i krozkoritenje posebnih deskriptora za svaku kvalifikacijuobuhvaajui pritom kako njezinu irinu(kompetencije povezane s ishodima uenja) tako injezinu dubinu (razinu). Strukturiran je horizontalno

kako bi obuhvatio sve kvalifikacije koje je moguestei u okviru jednog sustava te vertikalno porazinama. Njegova je svrha omoguiti: a) izradukurikuluma i studijskog programa, b) mobilnost

studenata i diplomiranih studenata te c) priznavanjerazdoblja studiranja i uvjerenja kojima se studiranjedokazuje. Iako neki sustavi visokog obrazovanja

imaju svoj kvalifikacijski okvir, mnogi sustavidoputaju razvoj razliitih kvalifikacija bez izradeeksplicitnog okvira. Smatra se da je za Europskiprostor visokog obrazovanja, predvien Bolonjskomdeklaracijom, potrebno izraditi paneuropskikvalifikacijski okvir.

A comprehensive policy framework, which defines allqualifications recognized nationally in higher

education in terms of workload, level, quality,learning outcomes, and profiles. It should be so

designed as to be comprehensible through the use ofspecific descriptors for each qualification coveringboth its breadth (competencies associated withlearning outcomes) and its depth (level). It isstructured horizontally in order to cover all

qualifications awarded in a system, and vertically, bylevel. Its purpose is that of facilitating: (i) curriculum

development and design of study programmes; (ii)student and graduate mobility; and (iii) recognition of

periods of study and credentials. While certain highereducation systems have their own qualificationframeworks, others allow for the development of a

wide variety of qualifications without providing anexplicit framework. The emerging European HigherEducation Area, envisaged by the BolognaDeclaration, is regarded by many as being in need of apan-European Qualification Framework.

(AKADEMSKA) KVALITETA QUALITY (ACADEMIC)

Kvaliteta u visokom obrazovanju predstavlja

viedimenzionalan, vierazinski i dinamian konceptkoji se odnosi na kontekstualne postavke obrazovnogmodela, misiju i ciljeve ustanove te specifinestandarde danog sustava, uilita, studijskog programaili znanstvenog podruja. Kvaliteta, prema tome, moepoprimiti razliita znaenja ovisno o: a) razumijevanjuinteresa razliitih sastavnica ili dionika sustavavisokog obrazovanja (zahtjevi za kvalitetu koje diktiraznanstveno podruje/triterada/drutvo/vlada/studenti), b) referencama kao tosu inputi, procesi, outputi, misija, ciljevi itd., c)znaajke i obiljeja akademske zajednice koje vrijedi

ispitati te d) povijesno razdoblje u razvoju visokogobrazovanja.Prisutan je irok spektar definicija akademskekvalitete:

Quality in higher education is a multi-dimensional,

multi-level, and dynamic concept that relates to thecontextual settings of an educational model, to theinstitutional mission and objectives, as well as tospecific standards within a given system, institution,programme, or discipline. Quality may thus takedifferent meanings depending on: (i) theunderstandings of various interests of differentconstituencies or stakeholders in higher education(quality requirements set by student/universitydiscipline/labour market/society/government); (ii) itsreferences: inputs, processes, outputs, missions,

objectives, etc.; (iii) the attributes or characteristics of

the academic world which are worth evaluating; and(iv) the historical period in the development of highereducation.A wide spectrum of definitions of academic quality

has been used:

Kvaliteta kao izvrsnost: tradicionalan, elitistikiakademskipogled koji smatra da samo najviistandardi izvrsnosti (koji obino podrazumijevajuveliku teinu i visoku razinu sloenosti studijskogprograma, ozbiljnost postupka testiranja studenata isl.) pokazuju istinsku akademsku kvalitetu.

Quality as excellence: a traditional, elitist academicview, according to which only the best standards ofexcellence (usually meaning a high level of difficulty

and of complexity of a programme, the seriousness ofthe student testing procedures, etc.) are understood asrevealing true academic quality.

Kvaliteta kao svrsishodnost: koncept koji naglaava Quality as fitness for purpose: a concept that stresses


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potrebu postizanja ili usklaivanja s ope prihvaenimstandardima koje je utvrdilo akreditacijsko tijeloodnosno tijelo nadleno za osiguranje kvalitete, priemu se naglasak stavlja na uinkovitost radnihprocesa ustanove ili studijskog programa u ispunjenjunavedenih ciljeva i misije. Ponekad se kvaliteta u

ovom smislu oznauje kao: a) pristup vrijednost zanovac s (implicitnim) naglaskom na procjenuuinkovitosti koritenja inputa u postojeim procesimai mehanizmima ili kao b) pristup dodane vrijednosti ukojem se rezultati vrednuju u kontekstu promjenapostignutih kroz razliite obrazovne procese (npr.proces uenja i nastave). Varijacija ovog potonjegodnosi se na pristup kvaliteti kao preobrazbi koja jeizrazito usmjerena na studente. Ovaj pristup gleda na

kvalitetu kao na procespreobrazbe u kojem to jeneko visoko uilite bolje to ono bolje postie cilj

osnaivanja studenata sa specifinimvjetinama,znanjima i stavovima koji bi im omoguili da ive irade u drutvu znanja.

the need to meet or conform to generally accepted

standards such as those defined by an accreditation orquality assurance body, the focus being on the

efficiency of the processes at work in the institution orprogramme in fulfilling the stated, given objectivesand mission. Sometimes quality in this sense is

labelled as: (i) a value for money approach owing tothe (implicit) focus on how the inputs are efficiently

used by the processes and mechanisms involved or (ii)the value-added approach when results are evaluatedin terms of changes obtained through variouseducational processes (e.g., teaching and learningprocesses). A variant of the latter is the quality as

transformation approach, which is strongly studentcentred. It considers quality as a transformational

process within which the better a higher educationinstitution is, the better it achieves the goal of

empowering students with specific skills, knowledge,and attitudes that enable them to live and work in aknowledge society.

Kvaliteta kao primjerenost svrhe: koncept usmjerenna utvrene ciljeve i misiju uilita ili studijskogprograma bez provjere sposobnosti samih procesa sobzirom na vanjske ciljeve i oekivanja. U okviruovog pristupa, mogue je razlikovati alternativnepristupe razvijene devedesetih godina prolog stoljea:a) kvaliteta kao prag uspjeha kojim se postavljajuodreene norme i kriteriji koje svaki studijski program

ili ustanova moraju dosegnuti da bi se smatralo kakosu postigli zadovoljavajuu razinu kvalitete; umnogim sustavima visokog obrazovanja u Europikoristi se varijanta koja definira kvalitetu kaoosnovni/minimalni standard usko povezan sakreditacijom; u ovom sluaju, polazi se odutvrivanja minimalnih standarda koje visoko uiliteodnosno studijski program mora zadovoljiti testvaranja temelja za razvoj mehanizama unaprjeenjakvalitete i b) kvaliteta kao zadovoljstvo korisnika,gdje se kvaliteta usko povezuje s rastuom vanostitrinih sila u visokom obrazovanju odnosno gdje se

stavlja naglasak na vanost oekivanja korisnikaobrazovanja (studenata, obitelji studenata, drutva usvoj svojoj ukupnosti) i ostalih dionika.

Quality as fitness of purpose: a concept that focuseson the defined objectives and mission of theinstitution or programme with no check of the fitnessof the processes themselves in regard to any externalobjectives or expectations. Within this approach, onemay distinguish alternative approaches developed inthe 1990s: (i) quality as threshold whereby certainnorms and criteria are set and any programme or

institution has to reach them in order to be consideredto be of quality. In many European higher educationsystems, a variant defining quality as abasic/minimum standard, closely linked toaccreditation, is used. In this case, the starting pointis that of specifying a set of minimum standards to bemet by an institution or programme and to generatethe basis for the development of quality-improvementmechanisms; (ii) quality as consumer satisfaction:quality perceived as closely linked to the growingimportance of market forces in higher education, that

focuses on the importance of the external

expectations of consumers (students, families, societyat large) and other stakeholders.

Kvaliteta kao unaprjeenje ili poboljanje:

usredotoenost na trajna poboljanja pri emu senaglaava odgovornost visokih uilita da na najboljinain iskoriste autonomiju sveuilita i akademskeslobode. Postizanje kvalitete predstavlja temelj etosaznanosti i ideje da znanstvena zajednica sama najbolje

zna to je to kvaliteta.

Quality as enhancement or improvement: focusing on

the continuous search for permanent improvement,stressing the responsibility of the higher education

institution to make the best use of its institutionalautonomy and freedom. Achieving quality is centralto the academic ethos and to the idea that academics

themselves know best what quality is.Svaki od ovih pristupa ima svoje prednosti i

nedostatke te je vie ili manje prilagoen odreenomvremenskom periodu i/ili nacionalnom kontekstu. Usmislu evolucije, prisutna su permanentna kretanja

Each approach has advantages and disadvantages,

being more or less suitable for a specific period oftime and/or national context. In terms of evolution,there are permanent movement and oscillations


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kao i oscilacije izmeu relativnog i apsolutnog,unutarnjeg i vanjskog, osnovnog i naprednijegodnosno sofisticiranijeg poimanja kvalitete. Meutim,integriranost sljedeih elemenata zajednika je svimovim pristupima: a) zajameno ostvarenje minimalnihstandarda i referentnih vrijednosti, b) kapacitet

postavljanja ciljeva u diverzificiranom kontekstu ipostizanje tih ciljeva uz dani input i varijable

konteksta, c) sposobnost zadovoljenja zahtjeva ioekivanja izravnih i neizravnih korisnika i dionika ted) tenja postignuu izvrsnosti (Van Damme, 2003).

between relative versus absolute, internal versus

externally oriented, and basic versus more advancedand sophisticated notions of quality. However,

common to all of these quality approaches is theintegration of the following elements: (i) theguaranteed realization of minimal standards and

benchmarks; (ii) the capacity to set the objectives in adiversifying context and to achieve them with the

given input and context variables; (iii) the ability tosatisfy the demands and expectations of direct andindirect consumers and stakeholders; (iv) the drivetowards excellence (Van Damme, 2003).

OCJENA KVALITETE/PROCJENA

KVALITETE

QUALITY ASSESSMENT/QUALITY REVIEW

Oznaava stvarni proces vanjskog vrednovanja(procjene, mjerenja, prosuivanja) kvalitete visokog

uilita i studijskog programa. Sastoji se od tehnika,mehanizama i aktivnosti koje u cilju vrednovanjakvalitete visokoobrazovnih procesa, praksi, programa

i usluga provodi vanjsko tijelo. Neki su aspekti vaniprilikom definiranja i rada s konceptom osiguranjakvalitete: a) kontekst (nacionalni, institucionalni), b)metode (samoocjenjivanja, pregleda kolegastrunjaka, obilaska uilita), c) razine (sustava,ustanove, zavoda/odjela, pojedinca), d) mehanizmi(nagraivanja, politike, strukture, kulture), e) odreenivrijednosni aspekti kvalitete pridrueni ocjenjivanjukvalitete kao to su akademske vrijednosti,

tradicionalne vrijednosti (usredotoenost naznanstveno podruje), upravljake sposobnosti(usredotoenost na procedure i praksu), pedagokevrijednosti (usredotoenost na osoblje, vjetinepouavanja i nastavne vjebe), vrijednostzapoljavanja (naglaavanje obiljeja outputa svrenihstudenata i ishoda uenja).

Indicates the actual process of external evaluation(reviewing, measuring, judging) of the quality of

higher education institutions and programmes. Itconsists of those techniques, mechanisms, andactivities that are carried out by an external body in

order to evaluate the quality of the higher educationprocesses, practices, programmes, and services. Someaspects are important when defining and operatingwith the concept of quality assessment: (i) the context(national, institutional); (ii) the methods (self-assessment, assessment by peer review, site visits);(iii) the levels (system, institution, department,individual); (iv) the mechanisms (rewards, policies,structures, cultures); (v) certain quality values

attached to quality assessment such as academicvalues, traditional values (focusing upon the subjectfield), managerial values (focusing on procedures andpractices); pedagogical values (focusing on staff andtheir teaching skills and classroom practice);employment values (emphasizing graduate outputcharacteristics and learning outcomes).

OSIGURANJE KVALITETE QUALITY ASSURANCESveobuhvatan pojam koji se odnosi na stalan procesvrednovanja (ocjenjivanja, praenja, jamstva,odravanja i poboljanja) kvalitete sustava visokog

obrazovanja, ustanova i studijskih programa. Kaoregulatorni mehanizam, osiguranje kvalitete bavi seodgovornou i poboljanjem pruajui informacije iprosudbe putem dogovorenog i konzistentnog

postupka i utvrenih kriterija. U mnogim se sustavimarazlikuje unutarnje osiguranje kvalitete (npr. praksekoje se provode unutar ustanove radi praenja ipoboljanja kvalitete visokog obrazovanja) odvanjskog osiguranja kvalitete (npr. unutar ili iznad

institucionalne sheme osiguranja kvalitete visokihuilita i studijskih programa). Aktivnosti osiguranjakvalitete ovise o postojanju potrebnih institucionalnih

mehanizama koji se mogu odrati u okruju razvijenekulture kvalitete. Upravljanje kvalitetom,

An all-embracing term referring to an ongoing,continuous process of evaluating (assessing,

monitoring, guaranteeing, maintaining, and

improving) the quality of a higher education system,institutions, or programmes. As a regulatorymechanism, quality assurance focuses on bothaccountability and improvement, providing

information and judgments (not ranking) through anagreed upon and consistent process and well-

established criteria. Many systems make a distinctionbetween internal quality assurance (i.e., intra-institutional practices in view of monitoring and

improving the quality of higher education) andexternal quality assurance (i.e., inter- or supra-

institutional schemes of assuring the quality of highereducation institutions and programmes). Qualityassurance activities depend on the existence of the


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unaprjeenje kvalitete, kontrola kvalitete iocjenjivanje kvalitete predstavljaju sredstva uz pomokojih se osigurava jamstvo kvalitete. Podrujeprimjene osiguranja kvalitete odreeno je oblikom iveliinom sustava visokog obrazovanja. Osiguranjekvalitete razlikuje se od akreditacije jer akreditacija

zapravo predstavlja preduvjet za osiguranje kvalitete.U praksi, odnos izmeu ta dva postupka razlikuje seod zemlje do zemlje. Oba postupka podrazumijevajuposljedice kao to su mogunost rada i pruanjausluga obrazovanja, mogunost izdavanja slubenopriznatih akademskih stupnjeva te pravo financiranjaiz dravnog prorauna. Osiguranje kvalitete esto sesmatra dijelom upravljanja kvalitetom na visokomuilitu, a ponekad se ta dva pojma koriste i kaosinonimi.

necessary institutional mechanisms preferably

sustained by a solid quality culture. Qualitymanagement, quality enhancement, quality control,

and quality assessment are means through whichquality assurance is ensured. The scope of qualityassurance is determined by the shape and size of the

higher education system. Quality assurance variesfrom accreditation, in the sense that the former is only

a prerequisite for the latter. In practice, therelationship between the two varies a great deal fromone country to another. Both imply variousconsequences such as the capacity to operate and toprovide educational services, the capacity to award

officially recognized degrees, and the right to befunded by the state. Quality assurance is often

considered as a part of the quality management ofhigher education, while sometimes the two terms are

used synonymously.

NEOVISNA PROSUDBA KVALITETE QUALITY AUDITPostupak osiguranja kvalitete kojim vanjsko tijeloosigurava a) uspostavljanje procedura osiguranjakvalitete na razini studijskih programa te b)primjerenost i provedbu (unutarnjih i vanjskih)procedura osiguranja kvalitete. Neovisnomprosudbom kvalitete ne procjenjuje se sama kvalitetasustava ve se utvruje postie li sustav odgovarajuurazinu kvalitete. Postupak neovisne prosudbe kvalitetemogu provesti samo osobe (npr. prosudbena skupina

za kvalitetu) koje nisu izravno ukljuene u predmetnopodruje vanjskog vrednovanja. Vrednovanje kvalitetemoe se provoditi radi ostvarenja unutarnjih ciljeva(unutarnja neovisna prosudba) ili vanjskih ciljeva(vanjska neovisna prosudba). Rezultati vrednovanjamoraju se dokumentirati (izvjee s neovisneprosudbe).

The process of quality assessment by which anexternal body ensures that (i) the institution ofprogramme quality assurance procedures or (ii) thatthe overall (internal and external) quality assuranceprocedures of the system are adequate and are actuallybeing carried out. Quality audit looks to the system forachieving good quality and not at the quality itself. Aquality audit can be realized only by persons (i.e.,quality auditors) who are not directly involved in the

areas being audited. Quality audits can be undertakento meet internal goals (internal audit) or external goals(external audit). The results of the audit must bedocumented (audit report).

KULTURA KVALITETE QUALITY CULTUREKultura kvalitete odnosi se na niz zajednikih,prihvaenih i integriranih obrazaca kvalitete(poznatijihpod pojmom naela kvalitete) koji se mogu

pronai u organizacijskoj kulturi i sustavimaupravljanja ustanovom. Kultura kvalitete moe sedefinirati i

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13080594Pojmovnik osnovnih termina i definicija u području SOK-a u visokom obrazovanju_AZVO25237