Titlebook: Accreditation and Evaluation in the European Higher Education Area; Stefanie Schwarz,Don F. Westerheijden Book 2004 Springer Science+Busin

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Helmut Löffler,Johann Rastetter,T. Haferlach continuation of primary education for pupils between twelve and (16 to) 18 years old, higher education for students aged eighteen and above, adult and vocational education and certified education (from 16 onwards). At the end of comprehensive primary education, pupils are assigned to general pre-vo

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https://doi.org/10.1007/b138500re registered in higher education, while a decade later approximately 180,000 students were undertaking various forms of higher education (NFR, 2001, p. 95). The growth is complex. Universities experienced a decrease in the number of students after 1996, while the college sector increased the intake

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https://doi.org/10.1007/b138500 of higher education. The past decade saw the creation of over 250 non-state institutions and over 20 state vocational institutions of higher education, while the state academic institutions greatly increased their enrolment at all levels of study. During this period the total number of students inc

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https://doi.org/10.1007/b138500 universities, one Open University.) and an independent institute, ISCTE (.); there are also 16 polytechnics — the University of the Algarve and the University of Aveiro include some polytechnic schools — and 32 non-integrated schools. This subsystem also includes a network of nursing institutes, th

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https://doi.org/10.1007/b138500 become more autonomous, and accountability is therefore necessary. In Spanish higher education, accountability and assessment are recent, but they are developing very rapidly. Generalised assessment of individuals and institutions began in the early 1990s. Now, academics’ teaching and research acti

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