Harmonized Quality Assurance and Assessment Methodology for Engineering Education
International Conference on Egineeering Education (ICEE-2010): Proceedings 2010
Guna Čivčiša, Jolanta Janauska, Jānis Mazais, Jānis Miķelsons, Iveta Mežinska, Narimants Salenieks

Communiqué of the Conference of European Ministers Responsible for Higher Education, Leuven and Louvain-la-Neuve contains proposition to continue cooperation in further developing the European dimension of quality assurance. European approaches/dimensions in quality assurance comprise a harmonized conformity assessment system developing in the European Economic Area through implementation of a New Approach and Global Approach. Higher education institutions, with their triple roles as providers of the highest levels of education, advanced research and path-breaking innovation, are at the heart of Europe’s knowledge triangle. Implementation of cooperation/partnership arrangements should be encouraged to facilitate implementation of successful and significant value-adding solutions in applied research, practical education and innovation domains for increased effectiveness of Europe’s economy. In higher education should be created environment, promoting and facilitating acquisition of creative and innovative skills, developing production and entrepreneurial capabilities, purposeful inclusion/practising of students and academic staff in production/economic activities, particularly in development of small/medium size enterprises and small-scale production establishments. Student’s centred learning, balanced mobility will facilitate student’s aspirations to acquire useful and necessary knowledge, skills and competence and contribute alignment with the fast changing and value-adding production/economy system. New ‘learning outcomes approach’ is promoting implementation of essential transition/changes in the higher education: from inputs – study duration, study content and qualifications regulation towards study results – recognition/certification of the set of knowledge, skills and competence at the end of corresponding study cycle. Learning outcomes – totality of knowledge, skills and competence which student has acquired within the study programme/cycle and what is certified in the qualification description issued upon completion of bachelor’s, master’s or doctoral studies. QFD self-assessment methodology is based on careful evaluation of professional knowledge, practical skills/abilities and competence level acquired during different study activities of the study programme/cycle. Knowledge/competence comprises aligned continuum of knowledge, skills and competence which is formed within the thematic parts or modules of the study programme. Study module/course/subject study outcomes can be used for definition of criteria for normative conformity assessment and self-assessment of the student’s personal achievements. Scoring criteria are expressing expected results, how student will certify/demonstrate the completeness level of his/her acquired study outcomes after completion of the study module/course/subject. Ranking criteria are reflecting completeness of the acquired study outcomes, they can be evaluated using different scales. Teaching staff and personnel, researchers and professionals are the driving force of higher education/practical research institutions. Teaching staff, researchers are the main staff implementing the Bologna process at all levels of studies/ research training levels/cycles and increase in Bologna process effectiveness can be achieved by elimination of unproductive support/administrative processes/structures. Quality management – assurance, improvement and excellence systems started to emerge in European higher education simultaneously with the beginning of Bologna process, and gradually were developing in both – the regulatory and the voluntary spheres, taking into account the differences in study goals, content and activities of academic and professional studies. European approaches/dimensions to higer education – development of new, value inceasing professionalism, valuable/continuously developing qualifications, substantially enhancing intended smart, sustainable and inclusive growth in Europe.

Atslēgas vārdi
Higher education, conformity assessment, learning outcomes, quality assurance.

Čivčiša, G., Janauska, J., Mazais, J., Miķelsons, J., Mežinska, I., Salenieks, N. Harmonized Quality Assurance and Assessment Methodology for Engineering Education. No: International Conference on Egineeering Education (ICEE-2010): Proceedings, Polija, Gliwice, 18.-22. jūlijs, 2010. Gliwice: The Silezian University of Technology, 2010, 1.-6.lpp.

Publikācijas valoda
English (en)
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