ethanporcaro/eric-fulltext-meta huggingface dataset:
Quality Convergence Study: A Contribution to the Debates on Quality and Convergence  in the European Higher Education Area. ENQA Occasional Papers 7
Author: Crozier, Fiona
Date: 2005-00-00
Type: Reports - Research
Subjects: Foreign Countries,Quality Assurance,Higher Education,Educational Quality,Public Agencies,Self Evaluation (Groups),Educational Trends,Politics of Education,Stakeholders,Institutional Autonomy

The Quality Convergence Study (QCS) project, a follow-up to a 2002 ENQA (European Association for Quality Assurance in Higher Education) survey of quality assurance practices in European countries, was carried out between September 2003 and October 2004. The project was coordinated by a project team consisting of representatives of ENQA member agencies and conducted by six member agencies of ENQA. The project team also made good use of six external quality assurance experts. This publication at hand is the final report of the project. The objective of the QCS project was to study the possibilities for convergence of national quality assurance systems in Europe through six examples, with the aim of obtaining identifiable reference points for transnational evaluations. In practical terms, the project aimed to find out &quot;why&quot; national quality assurance systems operate in particular, yet commonly identifiable ways in different national contexts. The existing descriptions of &quot;how&quot; these quality assurance processes work, formed the starting point of the project. Consequently, the QCS project had as its distinct purpose to increase understanding of those processes and their context in order to provide a base from which further action might be considered. In that sense, the project broke new ground. The writing of the self-analysis documents (SADs) and their examination constituted an important part of the project. Each participating agency drafted a detailed description about its specific national quality assurance context. After a cross-checking exercise, the SADs were sent to the external experts for analysis on the possibilities of convergence. The SADs have not been included into this paper, but can be found on the ENQA website at: http://www.enqa.net/pubs.lasso. One of the most important findings of the study is that convergence can be achieved not only by identifying similarities in the higher education systems, but also by understanding the different national contexts. The higher education systems are complex and constantly changing contexts for external quality assurance. The overall concept and objectives of the project fit closely with the aims of the Bologna Process. (Contains 20 footnotes.)
A Learning Alberta: Dialogue and Direction. The Forum Background
Author: Alberta Advanced Education
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Policy,Strategic Planning,Position Papers,Adult Education,Postsecondary Education,Policy Formation,Educational Principles,Access to Education,Educational Quality,Student Costs,Cultural Pluralism,Educational Cooperation,Lifelong Learning,Educational Opportunities,Educational Objectives

Participants in &quot;A Learning Alberta--Dialogue and Direction,&quot; the Minister's Forum on Advanced Learning are an important part of a process that has been underway across Alberta since January of 2005. Led by the Honourable Dave Hancock, Minister of Advanced Education, a new vision and policy framework is being developed to guide future directions in advanced learning for Alberta. They represent the many diverse voices bringing their perspectives to this task. This vision and framework will reshape the way one thinks about, deliver and set policy for advanced learning for the generations ahead. Alberta must sustain a globally competitive economy for the future--an economy that adds value across its traditional resource sectors, as well as new and emerging sectors such as life sciences, nanotechnology, environmental and information technologies and value-added manufacturing. At the same time, Alberta must support learning in the arts and humanities to foster the creativity that drives truly innovative societies. The key to this future is a robust, knowledge-based economy, spurred by Albertans with a desire to learn and adapt throughout their lives. It is people and their ideas, creativity, knowledge and wisdom that will advance this province into the 21st century. Alberta's Advanced Learning System Today is appended. [For related report, &quot;A Learning Alberta: Dialogue and Direction. Regional Discussions Summary,&quot; see ED542057.]
Evaluation of the Reports on Agency Reviews (2005-2009). ENQA Occasional Papers 16
Author: Crozier, Fiona
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Quality Assurance,Higher Education,Educational Quality,Public Agencies,Reports,Standards,Compliance (Psychology),Content Analysis

In accordance with its strategic plan, the Board of the European Association for Quality Assurance in Higher Education (ENQA) has undertaken an analysis of the first tranche of review reports of agencies dating from the inception of the process in 2005 until December 2009. The intention of this analysis is to fulfil several purposes: (1) the report can be viewed as a self-evaluation undertaken by ENQA; it captures, reflects on and evaluates review work carried out so far; (2) the report provides valuable information on the use and applicability of the ESG in agency reviews; this information will be of interest not only to ENQA and its members but to other E4 members and beyond, particularly when considering the scope and content of any future review of the ESG themselves; (3) lessons learned from the project will help to shape the second round of reviews which is about to start; and (4) the report will prove useful in the general evolution of the respective missions of and methodologies used by ENQA and the European Quality Assurance Register for Higher Education (EQAR). In total, 34 reports were analysed. The recommendations and conclusions are grouped under six headings: (1) The level of compliance and the "maturity" of the agency, the legal contexts in which agencies work, and the year of review; (2) Panels and their Judgements, including terminology and consistency; (3) Problem areas--for the agencies or with the ESG?; (4) Training; (5) Impact of the ESG and their role in safeguarding QA in HE (have they done the job so far?); and (6) Issues for any review of the ESG themselves. The report is structured to allow the reader to see the main commentary and conclusions first, followed by an annex with a more detailed analysis against each of the ESG in order to demonstrate how the conclusions were reached. Appended are: (1) Annex (1) to the report on the review of agencies: detailed analysis of the reports in terms of individual standards in the ESG; and (2) Annex 2: Reports on agency reviews conducted between September 2005 and December 2009 (with date of publication of report on ENQA website).
Alberta Advanced Education Annual Report 2005-06
Author: Alberta Advanced Education
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Annual Reports,Public Agencies,Postsecondary Education,Adult Education,Lifelong Learning,Apprenticeships,Industrial Education,Access to Education,Educational Finance,Income,Expenditures,Financial Audits

The Public Accounts of Alberta are prepared in accordance with the Financial Administration Act and the &quot;Government Accountability Act.&quot; The Public Accounts consist of the annual report of the Government of Alberta and the annual reports of each of the 24 ministries. The annual report of the Government of Alberta released June 26, 2006 contains the Minister of Finance's accountability statement, the consolidated financial statements of the province and a comparison of the actual performance results to desired results set out in the government's business plan, including the &quot;Measuring Up&quot; report. This annual report of the Ministry of Advanced Education contains the Minister's accountability statement, the audited consolidated financial statements of the ministry and a comparison of actual performance results to desired results set out in the ministry's business plan. The ministry's annual report also includes: (1) the financial statements of entities making up the ministry including the Department of Advanced Education and regulated funds for which the Minister is responsible; (2) other financial information as required by the Financial Administration Act and Government Accountability Act, either as separate reports or as a part of the financial statements, to the extent that the ministry has anything to report, and (3) financial information relating to trust funds. Alphabetical List of Government Entities Financial Statements is appended.
Federal Grants to State and Local Governments
Author: Congressional Budget Office
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Federal Aid,Grants,Federal Government,State Government,Local Government,Educational Finance,Elementary Secondary Education,Health Programs,Transportation,Income,Reliability

In fiscal year 2011, the federal government provided $607 billion in grants to state and local governments. Those funds accounted for 17 percent of federal outlays, 4 percent of gross domestic product (GDP), and a quarter of spending by state and local governments that year. Over the past 30 years, those "intergovernmental" grants--financial transfers from the federal government that support a wide range of state and local programs--have fluctuated as a share of federal outlays. Federal grants for health programs, primarily Medicaid, have grown rapidly, and grants for programs and initiatives not related to health--such as those associated with income security, education, and transportation--have also increased, albeit at a slower rate. In total, the federal government reported outlays in 2011 for more than 200 intergovernmental grant programs, which were administered by 30 federal departments and independent agencies. (Contains 3 figures, 2 boxes and 33 footnotes.)
Methodological Report: Transnational European Evaluation Project II (TEEP II). ENQA Occasional Papers 9
Author: European Association for Quality Assurance in Higher Education (ENQA)
Date: 2006-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,International Programs,Masters Programs,Higher Education,Quality Assurance,Educational Quality,Program Evaluation,Pilot Projects,Evaluation Criteria,Evaluation Methods

The second Transnational European Evaluation Project (TEEP II) was undertaken between August 2004 and June 2006. A methodology for evaluating transnational programmes had previously been tested during 2002-2003 by ENQA (European Association for Quality Assurance in Higher Education) in the first Transnational European Evaluation Project (TEEP I). TEEP II was designed both to follow up and to develop further that work and so to continue to advance cross-border external quality assurance methods in an area where no single regulatory body can assume full responsibility. TEEP II had three primary objectives, to: (1) pilot the transnational quality evaluation of three different joint master's programmes; (2) test the use of comparable quality evaluation criteria for joint master's degrees; and (3) develop a method for transnational external evaluation building on previous professional experience using common criteria. The project involved many actors across several countries: six quality assurance agencies, three programmes (each with partners in a minimum of five countries) and experts from across Europe. Each programme shared its &quot;jointness&quot;, but in other areas there was divergence: subject, philosophy, objectives, history, etc. This made it possible both to compare and to contrast the three programmes and so to draw conclusions from a more robust vantage point. The project was bracketed by two conferences, one at the beginning and one at the end of the exercise. Both conferences brought together all those involved and ensured a good level of mutual understanding with which to begin the project as well as an opportunity for shared reflection to close it. The present report emphasises the importance for joint programmes of developing quality assurance and enhancement processes which operate across the programme as a whole--wherever it is delivered. It also stresses the need to mirror the essential transnational character of the programmes in the external evaluation process--through the participation of experts and quality assurance organisations from different countries, working together. TEEP II has demonstrated successfully how that can be achieved. The report identifies a number of areas for further work and proposes that through working together with the European University Association (EUA) ENQA may be able to refine the methods for external and internal evaluation of joint master's programmes. Appended are: (1) Management group and Expert Teams; (2) Self-evaluation manual; (3) EUA Golden Rules for New Joint Masters Programmes; (4) Launch conference programme; and (5) Closing conference programme. (Contains 28 footnotes.)
European Standards and Guidelines in a Nordic Perspective: Joint Nordic Project 2005-2006. ENQA Occasional Papers 11
Author: Vinther-Jorgensen, Tue, Ed.
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Quality Control,Foreign Countries,International Cooperation,Educational Cooperation,Student Mobility,Guidelines,Outcomes of Education,Educational Quality,Futures (of Society),Models,Networks,Institutional Evaluation,Organizations (Groups),Standards,Accountability,Evaluation Methods

This report presents the results of the joint 2005-06 project of the Nordic Quality Assurance Network in Higher Education (NOQA). The project focused on the European standards and guidelines for quality assurance agencies, examining them in a Nordic perspective. The project aimed at interpreting and clarifying the European standards and guidelines for quality assurance, as suggested by the European Association for Quality Assurance in Higher Education (ENQA) and agreed by the responsible ministers under the Bologna process in Bergen in 2005. This was realised by studying Nordic practices; thus, the project's aim was also to share and compare practices among the Nordic agencies for mutual inspiration concerning how organisations, processes and procedures could be enhanced in connection with the new European standards. The standards and guidelines in part 3 of the ENQA report, concerning external quality assurance agencies, have played a central role in the project. The project has included discussions and reflections on the standards under the following headings: Official status; Activities; Resources; Mission statement; Independence; External quality assurance criteria and processes used by the agencies; and Accountability procedures. In the report the standards and guidelines are discussed at a general level, focusing on the different aspects related to the wording of the text. Furthermore, the requirements contained in each standard and its attached guidelines are discussed in detail. Examples of Nordic practices are presented in connection of each of the standards and guidelines. (Contains 2 footnotes.) [This paper was the outcome of a project conducted by the Nordic Quality Assurance Network in Higher Education (NOQA).]
Monthly Record of Current Educational Publications. Bulletin, 1916, No. 13
Author: Department of the Interior, Bureau of Education (ED)
Date: 1916-05-00
Type: Historical Materials
Subjects: Social Development,Professional Associations,Bibliographies,Professional Education,School Administration,Vocational Education,Teaching Methods,Elementary Secondary Education,Higher Education,Kindergarten,Library Services,Rural Education,Teacher Education,Professional Recognition,Religious Education,Hygiene,Sanitation,Career Guidance,Military Training,Womens Education,Educational Psychology,School Buildings,Architecture,Special Needs Students,Agricultural Education,Play,Playgrounds,Physical Education,Medical Education,Civics,Gardening,Clubs,Business Education,Child Welfare

The bulletin contains a classified and annotated list of current educational publications received by the library of the Bureau of Education in May 1916. The listing includes contents organized in these categories: (1) Publications of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Pedagogics and didactics; (5) Educational psychology: Child study; (6) Special methods of instruction; (7) Special subjects of curriculum; (8) Kindergarten and primary school; (9) Rural education; (10) Secondary education; (11) Teachers: Training and professional status; (12) Higher education; (13) School administration; (14) School management; (15) School architecture; (16) School hygiene and sanitation; (17) Sex hygiene; (18) Physical training; (19) Social aspects of education; (20) Child welfare; (21) Religious education; (22) Manual and vocational training; (23) Vocational guidance; (24) Agricultural education: School gardens; (25) Commercial education; (26) Medical education; (27) Civic education; (28) Boy scouts; (29) Military training; (30) Education of women; (31) Exceptional children; (32) Education extension; (33) Libraries and reading; and (34) Bureau of Education: Recent publications. [Best copy available has been provided.]
State Pension Systems for Public-School Teachers. Bulletin, 1916, No. 14
Author: Ryan, W. Carson, Jr.
Date: 1916-00-00
Type: Historical Materials
Subjects: Teachers,Womens Education,Teacher Retirement,Retirement Benefits,Public Schools,Compensation (Remuneration),Personnel Policy,State Legislation

This bulletin has been prepared by the National Education Association's Committee on Salaries, Tenure, and Pensions in cooperation with the Bureau of Education. Its purpose is to show the extent of the teachers' pension movement in a brief and summary way, and to collect in convenient form pension legislation for public school-teachers in the United States. Pension and retirement legislation for teachers has developed rapidly in the past four or five years. Local retirement funds have in most instances given way to State systems, and there has come a general realization that some plan of retirement for teachers is essential in an efficient public-school system. No attempt is made to argue for or against any particular form of pension plan, or to go analytically into the history of the pension movement. This bulletin seeks to show the existing situation in the various States; to outline the plans that have been adopted, and give some indication of the results; and to reproduce for the information of those studying teachers' pensions several of the pension laws now on the statute books. Included are a bibliography, and three appendices: (1) Typical pension and retirement laws; (2) Teachers Pension (Clyde Furst); and (3) Notes on the Legislative History of the New Jersey 35 Years' Half-Pay Pension Law (A. W. Milbury). (Contains 6 footnotes. A Bibliography is included.) [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Index: February, 1915-January, 1916. Bulletin, 1916, No. 15
Author: Department of the Interior, Bureau of Education (ED)
Date: 1916-00-00
Type: Historical Materials
Subjects: Bibliographies,Professional Associations,Publications,Educational History,Educational Psychology,Curriculum,Elementary Secondary Education,Teacher Education,Professional Recognition,Higher Education,Business Education,Professional Education,School Administration,Agricultural Education,Teaching Methods,Library Services,Rural Education,Moral Development,Religious Education,Hygiene,Sanitation,Physical Education,Socialization,Vocational Education,Civics,Career Guidance,Womens Education,African American Education,Extension Education,Libraries,Home Economics,Play,Playgrounds,Educational Theories,Educational Practices

This bulletin provides a cumulative index to materials received by the library of the Bureau of Education, and announced in the bulletins published by the Bureau during the twelve-month period, February 1915-January 1916. It includes references to authoring persons or organizations, names of persons about whom articles or books are written, and subjects addressed in the publications. References are to the entry number in the monthly record. [Best copy available has been provided.]
Survey of Land-Grant Colleges and Universities. Bulletin, 1930, No. 9. Volume II. [Part VII - Index]
Author: United States Department of the Interior, Office of Education (ED)
Date: 1930-00-00
Type: Historical Materials
Subjects: Administrative Organization,Extension Education,Land Grant Universities,School Personnel,Educational Research,Educational Finance,Agriculture,Educational Administration,Masters Degrees,Doctoral Degrees,Black Colleges,Educational History,Governance,College Admission,Enrollment Trends,Academic Degrees,Salaries,Articulation (Education),Curriculum,Student Characteristics,Educational Facilities,Teacher Education,Teacher Supply and Demand,Professional Associations,Student Personnel Services,Vocational Education,Home Economics,Military Schools,Veterinary Medicine,Supply and Demand,Summer Programs,Graduate Study,Standards

The attached document covers the concluding sections of the second volume of the Survey of Land-Grant Colleges and Universities: Part VII through the index. Part VII, Extension services, is divided into the following sections: (1) Introduction; (2) Position and objectives of Smith-Lever cooperative extension; (3) Administrative organization of Smith-Lever extension; (4) Smith-Lever personnel; (5) Smith-Lever relationships; (6) Teaching; (7) Results of Smith-Lever work; (8) Findings and recommendations, Smith-Lever extension; (9) Position and objectives of general extension; (10) Organization of general extension; (11) General extension personnel; (12) Relationships of general extension; (13) Offerings of general extension; (14) Findings and conclusions, general extension; and (15) Problems common to Smith-Lever extension on general extension. Part VIII, Research, includes: (1) Introduction; (2) Control over research activities by agencies outside of the station organizations; (3) Finance; (4) Results of research in agriculture; (5) Station organization and management; (6) Standards and special problems; and (7) Summary and conclusions. Part IX, Graduate work, contains: (1) Introduction; (2) Development of graduate work; (3) Standardizing agencies for graduate work, and their effects; (4) Status of graduate work in land-grant institutions; (5) Objectives and character of work; (6) Organization and administration; (7) The graduate staff; (8) Graduate student body; (9) Graduate offerings; (10) The master's and doctor's degrees; and (11) Findings and conclusions. Finally, Part X, Negro land-grant colleges, presents: (1) Introduction and historical summary; (2) Control and finance; (3) Educational organization and accomplishment; (4) Entrance requirements, student enrollments, and degrees; and (5) Conclusions and recommendations. An index for the entirety of Volume II is also included. Individual sections contain tables, graphs, charts, and footnotes. [This survey was prepared under the direction of Arthur J. Klein. Due to its size, this volume has been processed as two separate parts. The first part (ED542085) includes Part I through Part VI. The second part (ED542086) includes Part VII through the index. The table of contents has been repeated in this second part. Best copy available has been provided.]