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Third level education in the Republic of Ireland has undergone considerable expansion in recent years both in terms of the numbers of student registered in the various institutions, and the extent of institutional provision and the range of courses of study available to students. During the ten year period between the academic years 1989/90 and 1999/2000 the numbers of students registered at third level rose from 62,137 to 115,696 representing an overall increase of over 80 %. The marked rate of increase in the numbers of students taking part in third level education was consistent throughout the period although some small variations occurred from year to year. At an institutional level also, there has been substantial expansion of the system both in the enlargement of existing institutions and in the establishment of new universities and institutes. [ABSTRACT FROM AUTHOR]

The traditional Spanish higher education system, which was regulated by the State, was obviously not interested in accountability. However, it has now 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 activities are evaluated on a regular basis. Promotion and some salary increases depend on assessments (Mora, 2001). Moreover, in 1995, after several pilot projects, the Council of Universities established the National Programme for Assessment of Quality in Universities (Mora, 1997; Mora and Vidal, 1998) to introduce a systematic assessment of universities. Within a few years, Spanish universities set up new offices to support quality assurance programmes and thousands of people are now participating in self-assessment activities and external visits around the country. Regional governments are also involved in these programmes and have even created their own quality agencies. The final impact of these activities has been uneven: some universities and regions are very active in this matter (for instance, Catalan universities with the support of the dynamic Catalan Agency for Quality); in others, the impact has been less pronounced because neither the university leaders nor the regional governments have shown special interest in quality assurance. [ABSTRACT FROM AUTHOR]

There are currently nearly 2 million students studying in the UK's 167 higher education institutions. This reflects substantial growth and diversification during the 1990s. Of the more than 160 institutions, 132 are in England of which 77 are universities, 14 are general colleges and 41 are specialist colleges, e.g. in music or art and design. There are 14 universities in Scotland and four higher education colleges. Wales has a federal university with eight constituent colleges, one other university and four colleges. Northern Ireland has two universities. The UK universities include the former polytechnics and some higher education colleges ‘upgraded' to university status in 1992/93. Of the 2 million students studying in UK higher education in 2000/01, 1.5 million were undergraduates (mainly bachelor's programmes) of whom just over 1 million studied full-time. Of nearly half a million postgraduate students, 172,000 were full-time and 276,000 were part-time. Over 100,000 of the postgraduate students were from overseas. Participation of the age cohort stands at 43 % and the government target is to reach at least 50 % by 2012. [ABSTRACT FROM AUTHOR]

The higher education system in Sweden has grown considerably in the last ten years. The number of students has increased by over 60 %. In the academic year 2000/01 there were 330,200 students (268,100 full-time equivalent students) in undergraduate education, 72,100 of whom were new entrants. This was the highest number of beginners yet recorded, and numbers grew again in 2002/03. It can be added that the major rise in enrolment has been among students in somewhat older age groups than previously. Three out of every five students are women. Generally speaking, students in higher education are older in Sweden than in many other countries. Over 50 % are 25 years of age or older. [ABSTRACT FROM AUTHOR]

The Portuguese higher education system is binary. It includes both private and public universities and polytechnics. In the public sector there are 13 universities, one Open University (Universidade Aberta) and an independent institute, ISCTE (Instituto Superior de Ciências do Trabalho); 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, three institutes for training technicians for health services (Lisbon, Porto and Coimbra), a school of hostelry and tourism, and a school of art restoration. Some public higher education is dependent on the Armed Forces and Police Forces (Military Academy, Air Force Academy, Naval School and the Higher School of Police). [ABSTRACT FROM AUTHOR]

The legal regulations adopted in Poland in 1990 and later (AHEd, 1990; ASTD, 1990; ASCSR, 1991; AHVE, 1997) were conducive to a quantitative expansion 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 increased approximately four-fold, which means that we are definitely witnessing mass higher education in Poland. The tables below illustrate the size and structure of the Polish higher education system (Chmielecka, 2000; Central Office of Statistics, 2002, www.stat.gov.pl). [ABSTRACT FROM AUTHOR]

Norwegian higher education has expanded significantly in student numbers during the last ten to 15 years. In the late 1980s, about 105,000 students were 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 of new students. Some disciplinary differences are also noticeable. At universities, law and humanities seem less attractive to students in the late 1990s, while numbers have been fairly constant in pedagogy, social science and in the sciences. At colleges especially within health and social work an increase in student numbers is most visible (NFR, 2001, p. 96). [ABSTRACT FROM AUTHOR]

The Dutch education system includes the following levels: primary education for children between the ages of four and twelve, secondary education as a 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-vocational secondary education, senior secondary education or pre-university education. The general pre-vocational education (VMBO) lasts for four years and gives access to the senior vocational secondary education (MBO) and the apprenticeship system (LLW), which are both part of vocational and adult education. A third type of secondary education is the five-year senior general secondary education (HAVO), which can be directly accessed after primary education or after completing the VMBO. HAVO graduates can attend MBO or pre-university education (VWO). Pre-university education gives access to the university (WO), higher professional education (HBO) and to distance learning courses in higher education (Open University). [ABSTRACT FROM AUTHOR]

Since 1999/2000, the higher education system in Lithuania has been diversified. In September 2002, it consisted of 43 institutions which were of two types: 19 university-type (academies, colleges, seminaries, and universities) and 24 non-university-type called colleges (kolegijos). [ABSTRACT FROM AUTHOR]

The stagnation — and even drop — in student numbers between 1990 and 1994 is usually explained by the economic situation of the transition years. On the one hand, young people needed to work and earn a living, and on the other, they felt it was not very clear if and which higher education qualifications were worth investing in, given the great changes in the national economy. A sharp increase in student numbers has, however, been observed since 1994. Out of a population of 2,450,000 inhabitants, the 110,500 students represented 32 % of the 19-24-year-old cohort in the year 2001/02. [ABSTRACT FROM AUTHOR]

Italian higher education is organised in a binary system: university education, and non-university education. The university sector consists of 77 institutions subdivided into two main categories: state universities (63 institutions) and non-state universities legally recognised by the competent State authority (14 institutions). The university population currently is 1,800,000 students. [ABSTRACT FROM AUTHOR]

Before the ‘regime change', i.e. the fall of Soviet-dominated socialism, in 1989/90, roughly 12 % of 18- to 22-year-old Hungarians were enrolled in college or university education. Currently some 35 % of the age cohort participate in some form of tertiary education,1 though selection now includes not only college and university studies but also two-year vocational and other programmes (see section 10.1.3). The distribution of students among all forms of tertiary education is 34 % (117,947 persons) in university-level programmes, 56 % (195,291 persons) in college-level schemes, 7 % (24,558 persons) in specialised post-graduate programmes, 2 % (7,030 persons) in doctoral programmes, and 1 % (4,475 persons) in vocational higher education programmes (Central Bureau of Statistics, 2002, http://www.ksh.hu). The declared intent is to raise the overall ratio to 50 % by 2010. [ABSTRACT FROM AUTHOR]

Evaluation and accreditation procedures have not yet been formally established in Greece. Therefore, the presentation of the Greek case cannot fully follow the general guidelines of the other national chapters. [ABSTRACT FROM AUTHOR]

The tertiary sector in Germany includes higher education institutions and other institutions that offer courses which qualify for entry into a profession and that address to students who have completed upper secondary education and obtained a higher education entrance qualification. The state and state-approved higher education institutions are the following: Universities (i.e., Universitäten, Technische Hochschulen / Technische Universitäten, Pädagogische Hochschulen, Theologische Hochschulen);Colleges of art and music (Kunsthochschulen and Musikhochschulen);Universities of applied sciences (Fachhochschulen). [ABSTRACT FROM AUTHOR]

The French higher education system is currently undergoing deep changes in relation to degree structure and accreditation process. In the wake of the Bologna declaration, new state regulations have been introduced since 2000 that aimed at building a degree structure that is common to all higher education institutions. As their implementation will be phased in step by step until 2006, a study of the accreditation processes in operation in France must present both past and future schemes. [ABSTRACT FROM AUTHOR]

Two important preliminary remarks must be made for the European readers of this national report. Since education became an autonomous competence of the three Belgian communities (Flemish Community, French-speaking Community and German-speaking Community) in 1988, the development of educational policies went in separate directions. But in this ‘national' report, we shall only focus on the developments in the Flemish community of Belgium. [ABSTRACT FROM AUTHOR]

This study is based on the analysis of evaluation reports published by the Finnish Higher Education Evaluation Council (FINHEEC) supported by relevant research literature, the higher education databases (KOTA and AMKOTA)1 maintained by the Ministry of Education, and other statistical data. [ABSTRACT FROM AUTHOR]

Tertiary education in the Czech Republic includes any type of education that is recognised by the state and requires completed secondary education as an entrance condition. Tertiary education is composed of: Higher education;Tertiary professional education;Post-secondary courses (they will be introduced when a new Act on Education is passed; it is in the process of being adopted by Government and Parliament at the time of writing);Lifelong learning courses. [ABSTRACT FROM AUTHOR]

The Danish higher education system is a public education system. Higher education institutions are public and state-regulated. All higher education is subject to ministerial approval of new programmes and institutions. The institutions have a high degree of autonomy but must follow general regulations, e.g., concerning teacher qualifications and award structures. [ABSTRACT FROM AUTHOR]

Austria has 18 public universities, twelve of which are research universities (Wissenschaftliche Universitäten) and six are universities of arts (Universitäten der Künste). Since 1999, private universities have been authorised. By 2003, six (very small) private universities — all not-for-profit — had been accredited. 177,000 students were enrolled in the research universities, and 7,500 in the universities for arts, in 2001-02, but no figures were available for the private universities. At present, there is no division into undergraduate and graduate studies. There are only a small number of bachelor's (Bakk.) programmes. [ABSTRACT FROM AUTHOR]

Higher education systems in Europe are currently undergoing deep reforms. These reforms are triggered by national developments, as well as by the aim to evolve towards comparable systems and ensure the quality of the higher education systems in Europe (Bologna Process). This study was initiated by the education trade unions' goal to widen the scope of the debate on accreditation and evaluation activities in higher education in Europe from a comparative perspective. In order to provide the factual base for this discussion, we were asked to carry out a comparative study of ‘accreditation in the framework of evaluation activities' in the European higher education area. Accreditation is the focus of our study, but accreditation is a policy instrument made up of two elements: evaluation and approval. Therefore, we felt it necessary to analyse these two elements in their own right. Hence, the aims of the study are to: 1.Provide an updated picture of the current situation with regard to (1) accreditation schemes, (2) other approval schemes (outside accreditation) and (3) evaluation schemes.2.Analyse the underlying principles of the accreditation scheme(s) and how they relate to other approval and evaluation schemes (‘system logic' or ‘system dynamic').3.Point out and analyse current reforms of the accreditation scheme(s) (with a view to other approval and evaluation schemes as well as supra-national developments, e.g. the Bologna process and other influences). [ABSTRACT FROM AUTHOR]

When looking at the place of the market in French higher education, one might be surprised by the distance between the opportunities offered by the legal framework and the actual behaviour of institutions and individuals. It is certainly partly due to a national culture that views education as a public service that needs to be provided through a centralised organisation. Despite the critics of the current evolution, the increased autonomy acquired by public institutions should not be mistaken for a withdrawal of the state that would leave an empty space for market forces to fill. Could it be that the state is becoming subtler in exercising its control, using, for example, controlled competition among its agencies to produce the information needed for tighter command? It might also be that our common analysis is based on a simplistic view of the modes of economic and social coordination. There are possibilities other than central control or the market. How to describe the behaviour of autonomous actors who sometimes compete and sometimes cooperate according to what they perceive to be their individual and their common interest. Higher education institutions are increasingly expected to enforce self-regulation in a broad framework set by the state, the role of which changes from control to supervision. It is too early to say whether such a pattern accurately depicts the French higher education system and will prove a stable form of organisation. There are however factors already at work that may change the picture in the future: lifelong learning, meaning the blurring of the border between a more vocational higher education and an expanding continuing education; the dilution of education in an unchartered ‘knowledge economy’; and the incapacity of Europe to build a common identity to replace the vanishing national cultures. [ABSTRACT FROM AUTHOR]