Latest Documents


  • 21-August-2001

    English, , 46kb

    Institutional Experiences of Quality Assessment in Higher Education - Sheffield Hallam University (United Kingdom)

    The University was formed as Sheffield Polytechnic through the merger of three Colleges of Art and Design, Commerce and Technology. Further mergers with three Teacher Training Colleges during the 1970s involved a name change, to Sheffield City Po...

    Related Documents
  • 21-August-2001

    English, , 16kb

    Institutional Experiences of Quality Assessment in Higher Education - Athens University of Economics and Business (Greece)

    Greek universities are constitutionally defined as public institutions and come under the supervision of the Ministry of National Education and Religious Affairs (MNERA). The government determines their creation, structure, and operations. Nation...

    Related Documents
  • 21-August-2001

    English, , 42kb

    Institutional Experiences of Quality Assessment in Higher Education - The Technological and Educational Institute of Patras (Greece)

    The Education Policy officially introduced systematic quality assurance (QA) into Hellenic higher education (HE) at the time of the Maastricht Treaty (article 126). The Ministry of Education (ME) nominated the two departments of electrical engine...

    Related Documents
  • 21-August-2001

    English, , 102kb

    Institutional Experiences of Quality Assessment in Higher Education - The University of Helsinki (Finland)

    In this report we will describe the various assessments of operations carried out at the University of Helsinki in the 1990s. In addition, we will discuss where these assessments have led and how the operations of the university have benefited fr...

    Related Documents
  • 21-August-2001

    English, , 39kb

    Institutional Experiences of Quality Assessment in Higher Education - The Louis Pasteur University, Strasbourg (France)

    The Université Louis Pasteur comprises 17 separate institutional components (i.e. schools, education/training and research units, an 'observatory' and various institutes), in which some 18 000 students are enrolled. Its human resources consist o...

    Related Documents
  • 2-août-2001

    Français

    Cyberformation: Les enjeux du partenariat

    Les nouvelles technologies de l’information et des communications transforment-elles l’enseignement et l’apprentissage dans les pays de l’OCDE ? Il ne fait aucun doute que la cyberformation suscite une vague d’enquêtes et d’interrogations de la part des multiples parties prenantes et groupes d’intérêts -- pouvoirs publics, professionnels, secteur marchand -- et de l’ensemble de la communauté éducative. Étant donné les « méga-tendances

    Also Available
  • 1-August-2001

    Spanish

  • 23-July-2001

    English, , 56kb

    Needs Analysis in Belgium's Flemish Community

    Confronted with a growing need for educational buildings and a significant lack of funds, Belgium's Flemish Community carried out an inquiry into building needs at all levels of education. This article concentrates on the methodology used for th...

  • 13-July-2001

    English, , 263kb

    Alternative Approaches to Financing Lifelong Learning: Country Report - Finland

    The goal of achieving lifelong learning is ambitious in its aims to engage all citizens in the process of learning. It is complex because it breaks with past education reforms by defining in new ways the content, place, timing and duration of lea...

    Related Documents
  • 12-July-2001

    English, , 75kb

    Thematic Review of the First Years of Tertiary Education - Belgium (Flemish Community) Country Note

    Thematic reviews", geared to providing a cross-national perspective on particular themes of common interest and growing importance were begun in 1995. Participating counties, selected so as to cover a range of structures, traditions and circums...

  • << < 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | 150 | 151 | 152 | 153 | 154 | 155 | 156 | 157 | 158 | 159 | 160 | 161 | 162 | 163 | 164 | 165 | 166 | 167 | 168 | 169 | 170 | 171 | 172 | 173 | 174 | 175 | 176 > >>