Prof. Dr. Mehmet Durman 19.06.2006 1/27 RECENT DEVELOPMENTS ON QUALITY ASSURANCE IN HIGHER EDUCATION IN TURKEY

Prof. Dr. Mehmet Durman 19.06.2006 1/27

RECENT DEVELOPMENTS ON QUALITY ASSURANCE IN

HIGHER EDUCATION IN TURKEY


CHALLENGES IN EUROPE BY 2010:

AIM:To make Europe the most competitive knowledge based economy

LISBON and BOLOGNA PROCESSES

HEIs recognised as main actors if the Lisbon & Bologna goals are to be reached


SCREENING CHAPTER 26 EDUCATION AND CULTURE

3

1. Easily readable and comparable degrees & Three-cycle system2. Establishing a system of credits3. Mobility

4. European Cooperation in quality assurance5. European dimension in higher education6. Lifelong learning7. Students’ and HEIs’ participation in Bologna Process8. Attractiveness of EHEA9. Synergy between EHEA-ERA

BOLOGNA PROCESS


QUALITY ASSURANCE IS IMPORTANT

Because of the Bologna process Because of the Lisbon goals Because of the competition

Berlin Communiqué-2003: “Quality of higher education has proven to be the heart of setting up of a European Higher Education Area.”


Implementation of the European Standards and Guidelines for Quality Assurance

Foundation of a European Register for Quality Assurance Agencies

Use of a peer review system for quality assurance agencies

Establishment of national Qualification Frameworks, which define the learning outcomes and competences with credit ranges (ECTS)

Bergen Communiqué -2005


European Standards and Guidelines for Quality Assurance

Standards for internal QA in HEIs Standards for external QA in HEIs Standards for QA agencies


Quality Assurance Agencies in Europe


METHODS OF EVALUATION:• Evaluation• Accreditation• Audit• Bench-marking

CATEGORİES OF FOCUS:• Programme• Institution• Subject• Theme

Evaluation Accreditation Audit Bench-marking

Subject 6 1 1 6

Programme 21 20 5 7

Institution 12 10 14 4

Theme 10 0 1 4

Source: Quality Procedures in EHE; ENQA Survey, 2003


Quality Assurance Systems in Europe


SCREENING CHAPTER 26 EDUCATION AND CULTURE

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Turkey joined the Bologna Process in 2001 and actively involved in the process to meet the requirements set forth by its action lines.

Turkey affirms its commitment to the general principles of the Bologna Process.

BOLOGNA PROCESS


BOLOGNA SCORECARD - 2005 TURKEY’S POSITION

QUALITY ASSURANCE SOME PROGRESS

•Stage of development•Key elements of evaluation systems•Participitation of students•International participitation

Some progressSome progressSome progressSome progress

2-CYCLE EXCELLENT PERFORMANCE

•Implementation•Student enrolment•Access

Excellent PerformanceExcellent PerformanceVery Good Performance

RECOGNITION VERY GOOD PERFORMANCE

•Diploma Supplement•Lisbon Recognition & Convention•ECTS

Very Good PerformanceGood PerformanceVery Good Performance

TOTAL GOOD PERFORMANCE


REGULATIONS FOR ACADEMIC ASSESSMENT AND

QUALITY IMPROVEMENT AT INSTITUTIONS OF

HIGHER EDUCATION

(20 September 2005)


State the basic principles for evaluating and improving the quality of educational, instructional and research activities and those of administrative services at institutions of higher education, as well as approval and recognition of their level of quality through an independent “external assessment”.

OBJECTIVE


Commission for Academic Assessment and Quality Improvement in Higher Education

The Commission for Academic Assessment and Quality Improvement in Higher Education consists of nine members and each member, employed by a different institution of higher education, is elected by the Inter-university Board.


The Responsibilities and Duties of the commission

• Defining and updating the main strategies, processes, methods and basic principles

• Examining (or having it examined) the annual assessment reports prepared by the HEIs

• Preparing (or having it prepared) the annual Academic Assessment and Quality Improvement in Higher Education Report and submitting it to the Presidencies of the HE and Inter-Universiy Councils.

• Sharing the best practices of academic assessment and quality improvements of the HEIs with other HEIs.


The Responsibilities and Duties of the commission (cont.2)

• Participating in activities associated with international and mutual agreements for recognition in higher education on behalf of the C of HE, and ensuring that these activities are properly conducted at the national level.

• Defining the methods and basic principles for the C of HE to grant the “The Registration Certificate for Quality Assessment” to independent national associations, establishments and councils that are capable of carrying out academic assessment and quality improvement activities at the HEIs, examining the applications and submitting them to the C of HE for approval.

• Defining the methods and principles for the C of HE to recognize “The Registration Certificate for Quality Assessment” for the international independent associations, establishments and councils that are capable of carrying out academic assessment and quality improvement activities at the HEIs at international level.


The Responsibilities and Duties of the Commission (cont.3)

• Specifying the methods and principles for the associations, establishments and councils having the Registration Certificate for Quality Assessment.

• Providing support to the C of HE during arrangements associated with the academic assessment, quality improvement, approval and recognition of the level of quality of the HEIs.

In accordance with the strategic plan and objectives of the Council of Higher Education


Councils of Academic Assessment and Quality Improvement at Institutions of Higher Education

HEIs form their Councils of Academic Assessment and Quality Improvement which are responsible for academic assessment and quality improvement activities within their organization.



Duties of the councils of academic assessment and quality improvement• To perform all activities regarding the assessment of academic and administrative services, quality improvements and the approval of the level of quality at the relevant institutions of higher education, in accordance with the strategic plan and objectives of the related institution.

• To carry out the “internal assessment” activities at the related institution of higher education and prepare (or have it prepared) the internal assessment report accordingly. • To organize preparations for “external assessment” and provide the external evaluation associations, establishments and councils (evaluators) with all manner of support.



Duties of the councils of academic assessment and quality improvement• To work in close relation with the Commission for Academic Assessment and

Quality Improvement in Higher Education and act in accordance with the Commission’s demands, and share the best practices with the commission.

• To announce the decisions of the commission at academic units of the relevant institution of higher education, follow up the practices and ensure monitoring of the results.

• To provide support with regard to the reports which are to be prepared by the Commission for Academic Assessment and Quality Improvement in Higher Education for the Council of Higher Education and Inter-university Board.


THE NEW REGULATIONS COMPLIES IN PRINCIPLE WITH;

The Four Stage Model recommended for the QA in European Higher Education:

Indepenedence in terms of procedures and methods concerning quality

evaluations from HEIs and government Internal Assessment External Assesment Publication of a report






“ The best assurance that an organization does Quality work comes from examining its systems and processes and its approaches to improving them continually.”

Stephen Spangehl US Higher Learning Commission


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Prof. Dr. Mehmet Durman 19.06.2006 1/27 RECENT DEVELOPMENTS ON QUALITY ASSURANCE IN HIGHER EDUCATION IN TURKEY