Amended proposal for a Council recommendation concerning European cooperation in quality assurance in higher education
Date: 1998-02-02
Institutions: European Commission
Subjects: EU programme, European cooperation, education, higher education

COMMISSION OF THE EUROPEAN COMMUNITIES 

Brussels, 02.02.1998 
COM(97) 707  final 

97/0121 (SYN) 

Amended proposal for a 

COUNCIL RECOMMENDATION 

CONCERNING EUROPEAN COOPERATION IN QUALITY ASSURANCE IN 
HIGHER EDUCATION 

(presented by the Commission pursuant to Article 189 a(2) 
of the EC Treaty) 

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EXPLANATORY MEMORANDUM 

Following the Parliament's  opinion as expressed at the First Reading on  18 November 
1997,  the  Commission  presents  to  the  Council,  in  accordance  with  Article  189  A, 
paragraph  2  of  the  EC  Treaty,  a  modified  proposal  for  a  recommendation.  This  text 
reflects two main groups of modifications: 

a  group  of  amendments  designed  to  provide  useful  clarifications  and  greater 
precision in relation to the original proposal; 

another group of amendments reinforcing  the proposal, notably in relation to the 
diversity of education systems, the autonomy of higher education institutions and 
the  invitation  to  Member  States  to  participate  actively  in  the  creation  of  a 
European network for quality assurance. 

The Commission's modified proposal preserves the same overall structure and the same 
objectives  as  its  original  proposal,  but  certain  provisions  have  been  developed  and 
clarified. 

Of  the  amendments  proposed  by  the  European  Parliament,  almost  half  have  been 
accepted by the Commission. 

The amendments considered problematical fall into the three following categories. 

1) 

Amendments relating to certain matters of principle that constitute  the basis for 
the proposal 

A  number  of  amendments. aim  to  eliminate  the  references 
to  the 
Commission's White Paper on growth, competitiveness and employment and 
to  the  White  Paper  "Teaching  and  Learning".  However,  the  references  to 
these  White  Papers,  cited  in  the  preamble  to  the  Commission's  original 
proposal, form part of the justification for Community action in this  field. 

A  series  of  amendments  propose  a  presentation  in  summary  form  of  the 
principles that should characterise the national systems of quality assurance, 
the different  stages of the quality assurance exercise, and the actors involved 
in  each  stage.  Because  this  is  a  relatively  new  domain,  the  Commission 
prefers  to  retain  the  analytical  approach  including  an  explanation  of  the 
essential  features,  rather  than  the  summary  description  proposed  by 
Parliament. 

One amendment would eliminate the link between quality assurance and the 
labour market needs. This link, however, is important  for  the employability 
of graduates. Also, the legal basis of the proposed recommendation  includes 
article  127  of  the  Treaty,  in  which  article  the  labour * market  needs  are 
explicitly referred to. 

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2) 

Amendments raising questions that are outside the scope  of the proposal 

involvement  of  the  associated  countries  of  Central  and  Eastern  Europe 
directly  in  the  development  of  procedures  for  quality  assurance  and  in  the 
creation of  the  network.  This poses  a problem,  because  a reference  to  third 
countries in a Community instrument is not allowed. Moreover, only some of 
these countries participate in the relevant Community programmes. 

introduction of a recommendation to the Member States to establish  systems 
for quality assurance in the field of research. 

3) 

Amendments  introducing  superfluous additions  or  developments,  or  alternative 
formulations  that do not improve the original text 

transferring or repeating parts of the legislative text in the preamble and vice-
versa. 

repeating the aspect of the autonomy of the higher education institutions. 

Amended proposal for a 

COUNCIL RECOMMENDATION 

CONCERNING EUROPEAN  COOPERATION IN QUALITY ASSURANCE IN 
HIGHER EDUCATION 

ibi iO 

PROPOSITION  INITIALE  DE  LA  COMMISSION 

PROPOSITION  MODIFIEE  SUITE  A  L'AVIS  DU 
EUROPEEN  DU  18  NOVEMBRE 

PARLEMENT 

THE COUNCIL OF THE EUROPEAN UNION, 

THE COUNCIL OF THE EUROPEAN  UNION, 

Having  regard  to  the  Treaty  establishing  the  European  Community,  arc1 
particularly Articles  126 and  127  thereof, 

Having regard to the Treaty,establishing the European  Community,  and  particularly 
Articles  126 and  127  thereof, 

Having regard to the proposal from the Commission, 

Having regard to the proposal from the  Commission, 

Having regard to the opinion of the Economic and Social  Committee, 

Having regard to the opinion of the Economic  and Social  Committee, 

Having  regard to the opinion of the Committee of the Regions, 

Having regard to the opinion of the Committee  of  the  Regions, 

Acting in accordance with the procedure referred to in Article  189c of the Treaty 

Acting in accordance with the procedure referred to in Article  189c of the Treaty 

Whereas  a high  quality  of  education  and training  at all  levels  is an objective  for all 
Member  States  and  whereas  the  Community  is  requested  to  contribute  to  its 
achievement  by  promoting  coopération between  Member States and, if necessary,  by 
supporting  and  supplementing  their action  while  fully  respecting  their  responsibility 
for the content of  teaching and the organisation of the education and training  systems 
and their cultural  and linguistic diversity; 

Whereas  a high  quality  of  education  and  training  at  all  levels  is  an  objective  for  all 
Member  States  and  whereas  the  Community "is  requested  to  contribute  to  hs 
achievement by  promoting  cooperation  between  Member States  and,  if  necessary,  by 
supporting  and supplementing  their action  while  fully  respecting  their  responsibility 
for the content of teaching and the organisation  of the education  and  training  systems 
and their cultural and linguistic diversity; 

Whereas  the  Council  stated  in  its conclusions  of  25  November  1991  that  improving 
the quality of teaching  in higher education is a concern shared by each Member State 
and  by  every  higher  education  institution within the  European Community; whereas 
in  view  of  the  diversity  of  methods  used  for  quality  assessment  at  national  level, 
national  experience  could  be  complemented  by  European  experience  provided  by  a 
limited  number  of  pilot  projects  aimed  at establishing  and strengthening  cooperation 
in this area; 

Whereas the  Council  stated  in  hs  conclusions  of  25  November  1991  that  improving 
the quality of teaching in higher education  is a concern shared by each  Member State 
and by every higher education institution within the European Community; whereas in 
view of the diversity of methods used for quality  assessment  at national  level, national 
experience  could  be  complemented  by  European  experience  provided  by  a  limited 
number of pilot  projects  aimed  at establishing  and  strengthening  cooperation  in  this 
area; 

Whereas through developments and activities in the Member States as well as through 
transnational  cooperation  and the mobility of students and teaching staff (particularly 
in the framework of Community  programmes such as SOCRATES  and especially  its 
ERASMUS  chapter)  the  awareness  of  European  higher  education  institutions  of the 
need  to  be  able  to judge  the  quality  of  studies  available  in  other  countries  and  to 
compare  it  with  that  of  studies  available  within  their  own  systems  lus  been 
substantially raised; 

Whereas through developments and activities in the Member States as well  as through 
transnational  cooperation  and the mobility  of students  and teaching  staff  (particularly 
in the framework of Community  programmes  such  as SOCRATES  and  especially  its 
ERASMUS  chapter)  the  awareness  of  European  higher  education  institutions  of  the 
need  to  be  able  to judge  the  quality  of  studies  available  in  other  countries  and  to 
compare  it  with  that  of  studies  available  within  their  own  systems  has  been 
substantially raised; 

Whereas one of the main issues of the Commission memorandum on higher education 
highlights  that  the  former  view  of  a  vertical  quality  hierarchy  of  educational 
institutions  whose  qualifications  are  traditionally  considered  as  different  entrance 
tickets  to  society  is  becoming  increasingly  obsolete:  whereas  the  emphasis  todav  is 
more  on  quality  across  the  whole  of  education  and within  each  institution: whereas 
quality  should  be  guaranteed  at all  levels  and  in all  seclon,  with  differences  only  in 
terms of objectives, methods and educational demand; whereas there is support  for the 
introduction of efficient  and acceptable methods of quality evaluation which are based 
on  European  cooperation  and  transnational  exchange  of  experience  and  which 
emphasise  the  importance of  quality  assurance  for strategic management  as well  as its 
cultural  dimension: 

Whereas  one  of  the  main  issues  of  the  Commission  memorandum  on  higher 
education  highlights  that  quality  should  be  guaranteed  at  all  levels  and  in  all 
sectors,  with  differnces  only  in  terms  of  objectives,  methods  and  educational 
demand: whereas  there  is  a support  for  the  introductionof efficient  and  acceptable 
methods  of  quality  evaluation  wiiich  are  based  on  European  cooperation  and 
transnational  exchange  of  experience  and  which  emphasis*  its  role  and  cultural 
dimension; 

Whereas,  due  to  differing  education  svstems  in  the  Community,  the  term  "higher 
education  institution",  as  used  in  this  Recommendation,  covers  all  types  of 
institutions  which  offer  Qualifications  or  diplomas  at  that  level,  whatever  such 
establishments  mav be called  in the Member  States: whereas  this  definition  is used 
in the decision establishing the SOCRATES  programme; 

Whereas  a Commission  study  on the  state of quality  assurance  in the  Member  States 
revealed  that  the  new  systems  of  quality  assurance  had  certain  points  in  common; 
whereas  the  two  pilot  projects  conducted  subsequently  were  based  on  these  core 
elements  of  existing  national  systems;  whereas  they  tested  the  common  method 
successfully  and  showed  that  the  actors  in  the  field  are  all  eager  to  pursue  the 
exchange  of  experience  during  the reorganisation of  higher education  in  general  and 
the development  of quality assurance in particular; 

Whereas a Commission  study  on  the state  of  quality  assurance  in  the  Member  States 
revealed that  the  new  systems  of  quality  assurance  had  certain  points  in  common; 
whereas  the  two  pilot  projects  conducted  subsequently  were  based  on  these  core 
elements  of  existing  national  systems;  whereas  they  tested  the  common  method 
successfully  and  showed  that  the  actors  in  the  field  are  all  eager  to  pursue  the 
exchange  of experience  during the reorganisation of  higher education  in  general  and 
the development of quality assurance in particular, 

Whereas  higher  education  institutions  have  not  only  to  meet  the  educational  and 
professional  requirements  of  n world-wide  'knowledge  society',  hut  also  to  address 
sreinl  problems  nationally:  whereas they  aim to  guarantee  the quality  of teaching by 
developing  new  initiatives  (individually  or  on  a  collaborative  basis  within  higher 
education  associations)  in  order  to  give  the  services  they  provide  the  required 
attributes; 

Whereas  higher  education  institutions  have  to  meet  the  new  educational  and  social 
requirements  of  a  world-wide  "knowledge  society"  and  the  resulting  developments: 
whereas  they  aim  to  improve  the  quality  of  teaching  by  developing  new  initiatives 
(individually or on a collaborative basis within higher education associations)  aimed at 
giving the services they provide the required attributes; 

<f 

Whereas in view of the ever greater constraints of global competition  as well  as of 
m^c  education,  authorities  in  all  Member  States  face  the  task  to  tailor  higher 
criHCaiinn systems and their relationships to state and society in ways which respect 
existing academic norms and values, and reinforce the autonomy and responsibility of 
higher education institutions; 

Whereas  the  technological  and  economic  changes  and  their  consequences  for  ifo 
labour market pose new challenges for higher education institutions under increasingly 
difficult  conditions,  including  a  growing  number  of  students  accompanied  hv  a 
shortage of financial resources: and therefore higher education institutions are requin-.; 
to  ensure  that  students  obtain  a  future-oriented  education  and  to  prepare  thçrn 
appropriately for the requirements of the labour market: whereas  if these challenge»; 
are to be met traditional academic norms and values must be the subject of refleyrjnn 
and the autonomy of higher education institutions must be  reinforced: 

Whereas the discussion of the Commission communication of  13 February  1994 has 
demonstrated  that  all  Member  States  are  currently  considering  introducing  or 
overhauling  systems  to  improve  mutual  recognition  of  academic  or  professional 
qualifications;  whereas  quality  assurance  in  higher education  can  contribute  to the 
necessary flexibility and help to modernise higher education institutions; 

Whereas the discussion of the Commission communication  of  13 February  1994 has 
demonstrated  that  all  Member  States  are  currently  considering  introducing  or 
overhauling  systems  to  improve  mutual  recognition  of  academic  or  professional 
qualifications;  whereas  quality  assurance  in  higher  education  can  contribute  to  the 
necessary flexibility and help to modernise higher education institutions; 

Whereas the White  Paper Growth, Competitiveness and Employment  identifies  as a 
weakness  at  European  level  the  lack  of  an open  education  area  in  the Community 
resulting from an  insufficiently  transparent system of qualifications;'h  considers the 
wealth  of  nations  to  be  increasingly  based  on  the  creation  and  exploitation  of 
knowledge and states that the key elements in competitiveness include the quality of 
education  and  training  as well  as the way  in  which  corporate  strategies  are able to 
react  to the changes in society; 

Whereas the  White  Paper  Growth,  Competitiveness and  Employment  identifies  as a 
weakness at  European  level  the  lack  of  an  open  education  area  in  the  Community 
resulting from an  insufficiently  transparent  system  of qualifications;  it  considers the 
wealth  of  nations  to  be  increasingly  based  on  the  creation  and  exploitation  of 
knowledge and states that the key elements  in competitiveness  include the quality of 
education and training as well as the way in which corporate strategies are able to react 
to the changes in society; 

Whereas the White Paper on Teaching and Learning and the premise of the 'learning 
society", on which it is based, stresses the role of education and training as the "main 
•vehicles for  self-awareness,  belonging,  advancement and selffidfilmenf, and that the 
"individual's place in relation to their fellow citizens will increasingly be determined 
by  their capacity to  learn and master fundamental knowledge";  as  the  social  and 
cultural  functions  of  education  and  training  on  the  one  hand  and  their  economic 
functions  on  the  other  are  indivisibly  linked,  demands  in  terms  of  the  quality  of 
education and training are correspondingly multidimensional and vitally important for 
all European citizens; 

Whereas the White Paper on Teaching and Learning and the premise of the "learning 
society", on which it is based, stresses the role of education and training as the "mam 
vehicles for self-awareness,  belonging,  advancement and selffuhfUmenf', and that the 
"individual's place in relation to their fellow citizens will increasingly be determined 
by their capacity  to learn and master fundamental  knowledge*;  as  the  social  and 
cultural  functions  of  education  and  training  on  the  one  hand  zod  their  economic 
functions  on  the  other  are  indhisibry  linked,  demands  in  tcnns  of  the  quality  of 
education and training are correspondingly multidimensional and vitally important for 
all European citizens; 

Whereas  the  Commission  Green  Paper  on  obstacles  to  transnational  mobility 
highlights the difficulties encountered by students wishing to pursue their studies on a 
transnational  basis and stresses that this type of mobility is essential for an education 
of  high  quality  which  can  enable  individuals  to  meet  European  and  international 
standards and to take advantage of freedom of movement within the Community; 

Whereas, pursuant  to articles  126 and  127 of  the Treaty,  promoting  mobility  is a 
declared  objective  of the Community, whereas the Commission's  Green  Paper on 
obstacles to transnational  mobility examines the principal  \*r°il, frfrninistrative and 
practical  obstacles  encountered  by students  wishing  to  studv  in  another  Member 
State and proposes measures to improve mobility: whereas  h sresses that this  type 
of  mobility  is  essential  for  an  education  of  high  quality  which  can  enable 
individuals to meet European and international  standards  and  L? take advantage of 
freedom of movement within the Community; 

Whereas quality  assurance svstems varv  from  one  Member  Ssce  to another, since 
the  size,  structure,  financial  environment, 
institutional  characteristics  and 
pedagogical  self-image  of  higher  education  institutions  also  differ  whereas  the 
quality  assurance  svstems  should  remain 
to  new 
circumstances  arising  as  a  result  of  further  developments  b  th-e  structure  and 
objectives of higher education institutions 

flexible  and  a c t a b le 

HEREBY RECOMMENDS TO MEMBER STATES: 

HEREBY RECOMMENDS TO MEMBER STATES: 

A. 

to  establish,  within  their  responsibilities  for  the  organisation  of  their 
higher  education  sterns,  transparent  quality  assessment  and  quality 
assurance systems with the following aims: 

A. 

to  establish,  in  stria  accordance  with  their  responsibilities  for  the 
organisation  of  their  higher  education  systems,  their  constitutional  and 
budgetary  requirements  and  the  principle  of  the  amonomv  of  higher 
education institutions, transparent quality assessment and quality' assurance 
SNstems with the following aims: 

to  safeguard  the  quality  of  higher  education  within  the  specific 
economic, social and cultural context of their countries while taking 
due  account  of  the  European  dimension  and  of  international 
requirements: 

to  help  higher  education 
institutions  use  quality  assurance 
techniques  as  steering  mechanisms  to  rromotc  organisational 
flexibility  lor  permanent  improvement  in  a  rapidly  changing 
environment; 

to  underpin  European  and  world-wide  cooperation  in  order  to 
benefit  from cadi other's experience  for the accomplishment of the 
two foregoing tasks; 

to  safeguard  the  quality  of  higher  education  within  the  specific 
economic, social and cultural context of their countries while taking 
due account of the European dimension and of the ranidlv changing 
world: 

to encourage  and help  higher education  institutions  to  use quality 
assurance techniques as a means of better meeting the  requirements 
of  a  rapidly  changing  environment  within  the  framework  of  the 
comprehensive  education  and  research  mandate  of  educational 
establishments in general: 

to  underpin  European  and  world-wide  cooperation  in  order  to 
benefit from each other's experience  for the accomplishment of the 
two foregoing tasks; 

n. 

to  base  systems  of  quality  assessment  and  quality  assurance  on  the 
following principles: 

to  base  systems  of  quality  assessment  and  quality  assurance  on  the 
following principles: 

S 

Autonomy  and  independence  of  the  bodies  responsible  for  quality 
assessment and quality assurance 

Autonomy  and  independence  of  the  bodies  responsible  for  quality 
assessment and quality assurance 

These bodies should be autonomous and independent in relation to the 
political authorities and to the higher education  institutions themselves 
in relation to procedural and methodological matters. 

These  bodies should be autonomous and independent in relation to the 
political authorities and to the higher education  institutions  themselves 
in relation to procedural and methodological matters. 

Relating  evaluation  procedures  to  the  profile  of  institutions  while 
respecting their autonomy 

Relating  evaluation  procedures  to  the  profile  of  institutions  while 
respecting  their autonomy 

Quality assessment  and quality assurance  procedures should  involve 
questions of institutional self understanding,  especially how they define 
their aims and objectives,  be  it at  the level of  the  institution,  of the 
department or of the discipline,  in order to allow for  diverse educational 
responses to different societal needs. 

Quality  assessment  and quality assurance  procedures should  involve 
questions of institutional self understanding,  especially how they define 
their aims  and objectives,  be  it at  the level of  the  institution, of the 
department or of the discipline,  in order to allow for  diverse educational 
responses to different societal needs. 

Internal and external procedural elements 

Internal and external procedural elements 

All quality assessment and quality assurance procedures should consist 
of an  internal,  self-reflective  component  and an  external  component, 
based on the appraisal of external experts.. 

All quality assessment and quality assurance procedures should consist 
of an internal,  self-reflective  component  and  an  external  component, 
based on the appraisal of external experts.. 

Involvement of all the players 

Involvement of all the players 

The internal element should involve all the relevant players within  the 
institution in the process of self-reflexion,  especially teaching staff and 
administrators in charge of  academic  and professional  guidance,  as 
well as students. 

The  internal element should involve  all the relevant players  within the 
institution  in the process of self-reflexion,  especially teaching staff and 
administrators in charge of academic and professional guidance, as well 
as students. 

The external element should be a process of cooperative  consultation 
and  advice between independent experts from outside and players from 
within the institution. 

The  external element  should be a process of cooperative  consultation 
and  advice between independent experts from  outside and players from 
within the institution. 

Alumni,  social partners,  professional associations and other interested 
social groups could be included in the expert groups in order to  bring 
relevant social and professional criteria to bear. 

Alumni,  social partners,  professional associations  and other  interested 
social groups could be included in the expert groups in order to bring 
relevant social and professional criteria to bear. 

It is recommended to include foreign experts from  other Member States 
in  the  groups  of  external experts.  They  can  contribute to quality 
assessment and  assurance by  providing  experiences from abroad 
relating  the  observed processes  to  standards prevailing  in  other 
countries and by fostering cultural understanding. 

It is recommended to include foreign experts from  other Member States 
in  the  groups of  external experts.  They  can  contribute  to  quality 
assessment  and  assurance by  providing  experiences from  abroad 
relating the  obsened  processes  to  standards prevailing  in  other 
countries and by fostering cultural understanding. 

Publication of evaluation  reports 

Publication of evaluation reports 

Reports on  quality assessment  and  assurance  procedures and thefr 
outcomes should be published in a form  appropriate  to each  Member 
Slate  and  should provide a  source  of  good  reference material for 
cooperation partners and for  the interested public. 

Reports  on  quality assessment  and  assurance procedures  and their 
outcomes should be published  in a form  appropriate  to each  Member 
Slate end  should provide a  source  of  good  reference material for 
cooperation partners and for the interested public. 

C. 

D. 

to ensure that  follow-up  measures  arc taken  at  national  or regional  or 
oilier level in order to enable higher education institutions to implement 
their  plans  for  improving  the  quality  of  studies  and  for  integrating 
graduates into the labour market more effectively. 

to  ensure  that  high  priority  is  given  by  public  authorities  and  by  the 
management of higher education  institutions to continuous exchange of 
experience and cooperation in quality assessment and quality assurance 
with  other  Member  States, as well  as  with  international  organisations 
and associations active in the field of higher education; 

C. 

D. 

to ensure  that  follow-up  measures  are  taken  at  national  or  regional  or 
other level in order to enable higher education  institutions to implement 
their  plans  for  improving  the  quality  of  studies  and  for  integrating 
graduates into the labour market more effectively. 

to  ensure  that  high  priority  is  given  by  public  authorities  and  by  the 
management of higher education  institutions to continuous  exchange of 
experience and cooperation  in quality  assessment  and  quality  assurance 
with other Member States, as well as with international organisations and 
associations active in the field of higher education; 

II.  AND. TO THIS END, REQUESTS THE COMMISSION : 

to  support  the  establishment  of  a  "European  Quality  Assurance 
Network"  of  bodies  responsible  for  quality  assessment  and  quality 
assurance, designated  by the  Member  States, and  of organisations and 
associations within the European Community with quality assessment or 
quality assurance experience in the field of higher education; 

AND  TO  THIS  END  REQUESTS  THE  COMMISSION  AND  THE 
MEMBER STATES: 

1. 

to support the expansion and completion of the existing structures for the 
creation  of  a  "European  Quality  Assurance  Network"  of  bodies 
responsible  for  quality  assessment  and  quality  assurance,  designated  by 
the  Member  States,  and  of  organisations  and  associations  within  the 
European  Community  with  quality  assessment  or  quality  assurance 
experience in the field of higher education; 

The tasks of this "Network" could include: 

The tasks of this "Network" could include: 

«? 

exchange  of  information  and  experience  through  European 
conferences, workshops and by using rj£\y. technologies; 

a)  exchange of information and experience, for example, through European 
information  and, 

conferences,  workshops  and  by  using  modem 
communication technologies; 

technical  assistance  to  individual  Member  State  authorities  in 
implementing  concrete  projects  for  establishing  or  improving 
quality  assessment  and  quality  assurance  procedures  and 
mechanisms; 

b) 

technical  assistance 
in 
implementing  concrete  projects  for  establishing  or  improving  quality 
assessment and quality assurance procedures and mechanisms 

individual  Member  State  authorities 

to 

assistance  to  groups  of  higher  education  institutions  from 
different  Member  States  who  wish  to  cooperate  in  quality 
assessment  or  assurance,  particularly  in  the framework of  the 
"Thematic  Networks"  under  the  ERASMUS  Chapter  of  the 
SOCRATES programme; 

assistance  to  groups  of  higher  education  institutions  from  different 
Member States who wish to cooperate in quality assessment or assurance, 
particularly  in  the framework of  the  "Thematic  Networks"  under  the 
ERASMUS Chapter of the SOCRATES programme; 

other  assistance  to  higher  education 
institutions  including 
information  on new methodological  developments and examples 
of good practice, facilitating contact with international experts by 
forming  a  "pool"  or  preparing  a  "tool  kit"  of  methodological 
instruments  for  obtaining  information  necessary  for  quality 
assessment and quality assurance procedures; 

d)  other assistance to higher education  institutions  including  information on 
new  methodological  developments  and  examples  of  good  practice, 
facilitating  contact with  international  experts,  for  example, by  forming a 
"poo!"  or  preparing  a  "tool  kit"  of  methodological  instruments  for 
obtaining  information  necessary  for  quality  assessment  and  quality 
assurance procedures; 

linking  quality  assurance  with  other  Community  activities 
developed  especially  in the  framework  of the  SOCRATES and 
the 
the  LEONARDO  DA  VINCI  programmes,  or  with 
recognition of qualifications at European level; 

e) 

linking  quality  assurance  with  other  Community-  activities  developed 
especially in the framework of the SOCRATES and the LEONARDO DA 
VINCI programmes, or with the recognition of qualifications  at European 
level; 

b) 

c) 

d) 

e) 

f) 

preparation of methods to achieve better integration of graduates 
in the European labour market; 

f)  preparation  of methods to  achieve  better  integration  of  graduates  in the 

European labour market; 

The  "European  Quality  Assurance  Network"  will  be  eligible  for 
financial  support  in  the  framework  of  the  SOCRATES  and  the 
LEONARDO  DA VINCI programmes, subject  to  their objectives  and 
normal  procedures.  A  tangible  business  sector  involvement  in  the 
assurance of quality in higher education is necessary for the latter, but is 
also desirable for SOCRATES; 

The  "European  Quality  Assurance  Network"  will  be  eligible  for financial 
support in the framework of the SOCRATES and the LEONARDO DA VINCI 
programmes,  subject  to  their  objectives  and  normal  procedures  ensuring 
openess  and  transparency.  A  tangible  business  sector  involvement  in  the 
assurance of quality in higher education  is necessary  for  the latter, but is also 
desirable for SOCRATES; 

UL 

AND REQUESTS THE COMMISSION 

to  present  evety  two  years reports to  the  Council,  to  the  European  L 
Parliament  and other relevant institutions of the  European  Community 
on the development of quality assessment and quality assurance systems 
in the Member States agj on cooperation activities at European level; 

to present every two years reports to the Council, to the  European  Parliament 
and other relevant institutions of the European Community' on the development 
of quality assessment and quality  assurance systems  in the Member States, on 
cooperation  activities  at  European  level  and  on  the  progress  achieved  with 
respect to the objectives referred to above: 

in  the  light  of  these  reports,  to  submit  appropriate  proposals  to 
strengthen quality' assurance in higher education. 

in  the  light  of these  reports,  to  submit  appropriate  proposals  to  strengthen 
quality  assurance  in higher  education  and  cooperation  among  the  Member 
States 

¥ 

ISSN 0254-1475 

COM(97) 707 final 

DOCUMENTS 

EN 

01  15  16 

Catalogue number  :  CB-CO-97-727-EN-C 

ISBN  92-78-29635-X 

Office  for  Official  Publications of the European  Communities 

L-2985  Luxembourg