EQAR Founding Assembly<\/p>\n\n\n\n
Dear Presidents of the E4 Associations,
Dear Vice\u2013President of the Bologna Follow\u2013Up Group,
Distinguished Guests,<\/p>\n\n\n\n
Ladies and Gentlemen,<\/p>\n\n\n\n
congratulations for the establishment of a new association that will govern
the European Register. Today\u2019s signature is a really important step forward for
Europe\u2019s higher education, the full meaning of which will only be appreciated in
time.<\/p>\n\n\n\n
I am proud of this achievement on behalf of the Commission, because the
Register is the fruit of successful cooperation between the national governments
and the European Union.<\/p>\n\n\n\n
As we all know, the Register is endorsed by the Bologna Ministers and, at
the same time, it implements the EU recommendation of February 2006.
As always in these cases, the newborn Register is surrounded by great
expectations. We hope the Register will promote student mobility, increase trust
between universities, and make the life of \u2018accreditation mills\u2019 harder\u2014which is
a worthy cause if there ever was one.<\/p>\n\n\n\n
We have the ambition to build a Europe of peoples and the Europe of
knowledge, and the two are linked. I am happy that you are working together
also with non-European countries, because this is a sign of the openness of the
Union.<\/p>\n\n\n\n
Development of quality assurance<\/p>\n\n\n\n
Ladies and Gentlemen,
Today I want to share with you some of my own expectations regarding
quality assurance.<\/p>\n\n\n\n
Improving the quality of service is a permanent concern in every field and
profession, including higher education. It is of paramount importance that we
keep higher\u2013education professionals in mind in all our actions, together with
their counterparts\u2014university students.
For this reason, national and European resources are devoted to improving
the effectiveness of what is called internal quality assurance or \u2018quality culture\u2019.
The Commission is supporting a series of activities of Erasmus Thematic
Networks and University Associations\u2014notably the EUA. These actions intend
to help universities go through peer reviews and collegial benchmarking
exercises.
And then there is external quality assurance, which is a relatively new
thing. Ten years ago, few countries in Europe had experience with systematic
external review of university teaching.
Pilot projects funded by the Erasmus programme persuaded the countries
of the EU that these reviews were useful. The Council recommendation on
European Cooperation in Quality Assurance in Higher Education was adopted in
September 1998; one year before the Bologna Declaration, which itself
mentioned quality assurance.<\/p>\n\n\n\n
As a result of the recommendation, ENQA was founded in the year 2000
and in its early days it had more governmental then agency members.
Nowadays, quality assurance agencies are active in almost all 46 Bologna
signatory states. Most countries have one publicly funded national agency, but
some countries have several. They may focus on institutional or programme
evaluation, at national or regional levels. A few agencies operate across borders
and some private ones are active on a pan\u2013European scale.
This story means that the wind of reforms that is sweeping Europe\u2019s higher
education is beginning to bear fruits. We have to be in “Premi\u00e8re League” in
education, like in football. This is a process which advances thanks to all
programmes and projects we carry out in Europe.<\/p>\n\n\n\n
1.1 Mountains of data
But every silver lining has a cloud. The increase in quality\u2013assurance
activities by universities and agencies will lead to an exponential growth in data
on university performance. This rising mountain of data needs to be processed,
managed and made accessible.<\/p>\n\n\n\n
Quality reviews produced by the agencies are available on the web\u2014
hundreds today and thousands tomorrow. Let us think of the people these data
are meant for. Young secondary school leavers in search for a good bachelor
programme may not be interested to read these reviews. Slightly older bachelor
graduates looking for the right master\u2019s programme may be. And so may parents
and prospective employers.<\/p>\n\n\n\n
This is a classic information\u2013society problem. I would like to mention a
few initiatives which are designed to come to terms with this information
overload.<\/p>\n\n\n\n
1.2 Qrossroads<\/p>\n\n\n\n
Some ENQA members gathered in the ECA (European Consortium for
Accreditation) have taken the initiative to design a template for a review
summary called “Accreditation Statement”. These statements and the underlying
reports will be made accessible through a new web site called Qrossroads\u2014with
a Q1. Sites like this will help people manage the information and I can see scope
for close links between this initiative and the Register.<\/p>\n\n\n\n
1.3 Classification and Ranking<\/p>\n\n\n\n
Among the interested readers of the reviews produced by the agencies are
the journalists and rankers of this planet. I am aware that ranking universities
can never be an exact science and each list that is published will always meet its
detractors; however, a good ranking exercise is better than no ranking at all.
Besides, given the vast popularity of rankings, it seems that many people
are willing to tolerate their shortcomings. As a consequence, I believe that the
right thing to do is not to reject the idea of university rankings, but to improve
them and adapt them to our reality in Europe.<\/p>\n\n\n\n
This is why we are supporting initiatives to arrive at more sophisticated
multi\u2013dimensional rankings which do justice to the variety of objectives of
Europe\u2019s universities. I am referring to two pilot projects: one is a project co
ordinated by Germany\u2019s CHE (Centre for Higher Education Development); the
other is a project on classification led by CHEPS (Centre for HE Policy Studies)
from the Netherlands.<\/p>\n\n\n\n
One final word on this topic: Personally I\u2019ve always had a terminological
problem with the word \u2018ranking\u2019. In my understanding, \u2018ranking\u2019 is what
individuals do when they compare centres of learning according to their own
priorities\u2014in education, research, innovation, internationalisation, student
services, etc.<\/p>\n\n\n\n
Perhaps, we should begin to use the term \u2018mapping\u2019 for the kind of public
exercise that compares institutions using non\u2013subjective methods.
1 http:\/\/v1.qrossroads.eu<\/p>\n\n\n\n
2 A PISA for Higher Education?<\/p>\n\n\n\n
Ladies and Gentlemen,
Let me now review other initiatives that are related to the need of
comparing European universities.<\/p>\n\n\n\n
You may have heard that the OECD Ministers have given a cautious
green light to a feasibility study that would look into the measurement of
university performance. Performance would be measured in terms of learning
outcomes: what students know and what they can do with their knowledge.
This is never going to be an easy task, but it is an intriguing one. The
European Qualifications Frameworks (both Bologna\u2019s and our EQF) as well as
the Tuning project could feed into this exercise.<\/p>\n\n\n\n
2.1 Indicators and benchmarks \u2013 new register of institutions?
In addition, the Commission is organising its own mapping exercise as part
of the Lisbon Strategy for Growth and Jobs. Together with the Member States,
we are measuring the performance of our education and training systems on
criteria such as early school leavers, participation in lifelong learning, and
number of graduates in maths, science and technology. Every two years we take
stock of the work done.<\/p>\n\n\n\n
EUROSTAT cooperates on these topics with the National Statistical
Offices and with the OECD. EUROSTAT is considering setting up a register of
higher education institutions which would collect data on Europe\u2019s universities
and serve the needs of institutions, researchers and policy makers.
This new register would be based on existing national data collections.
2.2 European Quality Assurance Register in Higher Education (EQAR)
Last but not least, there is the Register you are establishing today. In my
view, your Register too responds to the growth of data on university
performance.<\/p>\n\n\n\n
The Register is a vital link in the chain of information required to make
Europe\u2019s higher education more transparent and more attractive. It will allow
people to identify the agencies that do a serious job.<\/p>\n\n\n\n
Agencies will be checked against European standards and guidelines by
external reviewers and endorsed by a Register Committee which has the
confidence of higher education institutions, students, employers, teacher unions
and public authorities.<\/p>\n\n\n\n
I have no doubt the Committee will be a paragon of accuracy and fairness.
Only an accurate and fair admission practice will establish the reputation we all
want the Register to have. The Register is independent and will organise its own
funding\u2014the Commission is happy to provide some start\u2013up money.<\/p>\n\n\n\n
3 Concluding remarks: creativity and innovation<\/p>\n\n\n\n
Ladies and Gentlemen,
These are important times for Europe\u2019s higher education. There is a great
deal of peer learning taking place through the ENQA association. These peer
learning activities between agencies will not disappear with the creation of the
Register.<\/p>\n\n\n\n
On the contrary, the prospect of the Register and the high professional
standards it sets will help agencies improve their performance. This is the
service the ENQA association provides to its existing and future members.
ENQA members also benefit from their links with the E4 Group together with
universities and students. Each party has its own constituency and brief, but, I
believe, the checks\u2013and\u2013balances you have built in your exchanges in the
European Quality Forum will be beneficial to all.<\/p>\n\n\n\n
All these measurement and information tools are useful, but they are not
an end in themselves. We must never lose sight of the ultimate goal, which is to
create the best possible conditions for our institutions, teachers and students to
use their creative potential to the full. The tools we develop are meant to serve
this objective and we must not hesitate to adapt or abandon them when they no
longer fulfil their purpose. This is consistent with our overall policies on
education; for instance, our plans to declare 2009 the European Year for
Creativity and Innovation.<\/p>\n\n\n\n
I hope that these two keywords\u2014creativity and innovation\u2014will guide us
all, not only in 2009 but in the years to come.
To conclude, we are discussing what will come after 2010 in Bologna. Quality is
what matters most. The adaptation of names and titles is necessary: we are
already attracting the interest of third countries like Israel, we are the first
partner of China in Higher Education. We have to continue our efforts to create
a culture of quality.<\/p>\n\n\n\n
Thank you very much for what you are doing.<\/p>","protected":false},"excerpt":{"rendered":"
EQAR Founding Assembly Dear Presidents of the E4 Associations,Dear Vice\u2013President of the Bologna Follow\u2013Up Group,Distinguished Guests, Ladies and Gentlemen, congratulations for the establishment of a new association that will governthe European Register. Today\u2019s signature is a really important step forward forEurope\u2019s higher education, the full meaning of which will only be appreciated intime. I am […]<\/p>","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[338],"tags":[1067,1068],"class_list":["post-18398","post","type-post","status-publish","format-standard","hentry","category-en","tag-creativity","tag-innovation"],"yoast_head":"\n