Quality assurance before and after 'Bologna' in the Central and Eastern region of the european higher education area with a focus on Hungary, the Czech Republic and Poland.

Autor/in	Rozsnyai, Christina
Titel	Quality assurance before and after 'Bologna' in the Central and Eastern region of the european higher education area with a focus on Hungary, the Czech Republic and Poland.
Quelle	In: European journal of education, 38 (2003) 3, S. 272-284Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 50
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0141-8211; 1465-3435
Schlagwörter	Evaluation; Akkreditierung; Qualitätsmanagement; Hochschulpolitik; Qualitätssicherung; Europäische Union; Europa; Mitteleuropa; Osteuropa; Polen; Tschechische Republik; Ungarn
Abstract	The term "evaluative state" has spread throughout European countries in the last two decades. In the mid- 1980s, some countries started to develop their own quality assessment procedures for higher education institutions. This development was the consequence of a new attitude of governments towards the management of public business. The basic principle was to give more autonomy to institutions and ask for greater accountability. In the 1990s, most European countries had developed systems of quality assurance. As a consequence of almost two decades of activity, assessment of higher education has now become a common practice in most European countries. [The author] presents an overview of the interesting developments that have occurred in some Central and Eastern European countries, specially Hungary, the Czech Republic and Poland. In these countries, with the regime change in 1989-90, higher education institutions regained some of their autonomy. At the same time, quality assurance in the form of accrediation appeared. Accreditation is one of the tools of control, to some degree on the part of the state, more so by the academic community. Nevertheless, quality assurance in a broader sense has increased its relevance in most of these countries similarly to western ones. (DIPF/orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)