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Quality Assurance in Specialized Institutions The case of Yerevan State Conservatoire -

Association Européenne des Conservatoires, Académies de Musique et Musikhochschulen (AEC). Quality Assurance in Specialized Institutions The case of Yerevan State Conservatoire -. Mist Thorkelsdottir Head of the Music Department, Iceland Academy of Arts, Reykjavik and

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Quality Assurance in Specialized Institutions The case of Yerevan State Conservatoire -

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  1. Association Européenne des Conservatoires, Académies de Musique et Musikhochschulen (AEC) Quality Assurance in Specialized InstitutionsThe case of Yerevan State Conservatoire - Mist Thorkelsdottir Head of the Music Department, Iceland Academy of Arts, Reykjavik and Chair of AEC Quality Enhancement Committee

  2. Structure of the Presentation • Introducing the context: • AEC approach to Quality assurance and Accreditation • AEC activities and services in the field • Cooperation with ANQA for the accreditation of Yerevan State Conservatoire

  3. AEC Quality Assurance and Accreditation activities - Projects • EU/USA project ‘Music Study, Mobility and Accountability’ with National Association of Schools of Music (NASM) in the US, 2002-2004 • SOCRATES project ‘Accreditation in European Professional Music Training’, 2006-2007 • ERASMUS Network for Music ‘Polifonia’, 2007-2010 • Institutional Review / Programme Review

  4. AEC Position (2007) Quality assurance and accreditation must : • function as mechanisms that can assist autonomous higher education institutions in the enhancement of their quality and not as bureaucratic processes based on inflexible criteria and procedures. • take into account in their criteria and procedures the specific nature and characteristics of professional music training.

  5. AEC Framework Document: Assurance and Quality Assurance and Accreditation in Higher Music Education (AEC 2010) • Key document • Consists of: • Characteristics (of HME and of QA in Music) • Reference points (link to the Sectoral QF) • Areas of enquiry and criteria/questions to be addressed • Review procedures • Register of experts

  6. AEC Criteria /Areas of enquiry 2 sets of criteria/questions: • For institutional review • For programme review 7 areas of enquiry • Mission and vision /programme goals and context. • Educational processes. • Student profiles (admission to, progress through and completion of the programme) • Teaching staff. • Facilities, resources and support. • Organisation and decision‐making processes and internal quality assurance systems. • Public interaction.

  7. How to prepare for a Quality Enhancement Process? Key document: Handbook How to prepare for an AEC Institutional and Programme Review? (AEC, 2010) • Application for a review • Preparation of materials • Preparation of review itinerary • Composition of the review Team • Information on the review visit • Writing the report • Timeframe

  8. AEC SERVICE: 2 QA PROCESSES • The Quality Enhancement Process for Institutions and Programmes: (no accreditation decision) • Formal collaboration with national quality assurance & accreditation agencies (accreditation decision taken by the agency) => Aim: to add a European-level subject-specific dimension to the national quality assurance and accreditation procedures

  9. Benefits of the music specific approach The music-specific approach: • AEC criteria complementary to the national standards , more attuned to the Conservatoires’ specific field of study and research. • Supportive atmosphere created by the critical but friendly panels. The conception of accreditation: • Extended (focused on enhancement) as opposed to minimal

  10. The procedures involved when the AEC cooperates formally with an agency in accreditation: • Precondition: compliance by the National Standards and the AEC with the European Standards and Guidelines • Phase I: comparative analysis of the procedures and criteria for the assessment applied by the two organisations Result: ad-hoc set of standards integrating the European-level discipline-specific AEC standards with the national OAQ general standards • Phase II: composition of diverse groups of experts for each of the exercises • Phase III: Implementation: 4 jointly coordinated site-visits, resulting in 4 external evaluation reports

  11. Benefits of the joint procedure • Quality of experts panels • Added value for the institutions • Visibility • A learning outcomes oriented approach: (AEC Sectoral Qualifications Framework for Higher Music Education, the European Qualifications Framework for Higher Education) fostering the Bologna process • Respect of national legal framework

  12. The case of Yerevan State Conservatoire • ANQA • Two AEC experts

  13. Conclusion • Very positive experience

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