Educating Europe by David Bell (Eds.)

By David Bell (Eds.)

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In sum, it is doubtful that the human and material means currently exist in most countries to implement a fully-fledged process of evaluation. The privileged domains of evaluation An analysis of policies designed to raise educational quality shows that certain parts of the system benefit more than others. For reasons of methodology, cost, and professional-political opposition, teachers are rarely—except in the context of local systems—subject to as detailed a process of evaluation as their pupils.

Yet one principle at least should hold firm, namely that universities offer a diversified enough range of courses to satisfy maximum demand. Ideally, if universities offered diversified services, students would become more discriminating in what they ask for. Although this may initially appear to contradict the foundation course character of the first two years of French university, this is not really the case, given that even at present, what is actually taught during these first two years may vary considerably from institution to institution.

These often combine forms of assessment which meet the needs of all the parties concerned and in principle provide the basis for future development, both in the institutions concerned and in the educational system as a whole. This auditing process is usually carried out by the central inspectorates (as in Britain, France, Spain, and Portugal) or by officials attached to the central educational ministry (as in Denmark). It is often preceded by self-assessment on the part of the institution itself.

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