The philosophy, structure, and operation of a Dutch system for institutional self-evaluation in higher education (AMOS) are described. The system is centrally designed to assist in national resource allocation for higher education, but the feedback is intended primarily for institutions and faculties to use in increasing efficiency and…

The consequences of an external review of research programs and the restructuring of educational programs in the Netherlands as a result of retrenchment, and their implications for qualitative change in the university system, are discussed. (Author/MSE)

The Dutch quality improvement model in higher education has successfully maintained the delicate balance between internal improvement and external accountability, but the faculty's clear ownership of the system (as contrasted with government ownership in some nations) has made continuous quality improvement a dominant feature of the current Dutch…

Research on school effectiveness has shown that schools differ in regard to outcomes of comparable groups of students. Some schools are found to be more effective than others and these more effective schools have identifiable characteristics that help them excel. Outcomes measured to determine educational effectiveness include basic skills and…

This report examines the practices of 19 peer review agencies in the United States, Britain, Denmark, Germany, France, the Netherlands, and Hong Kong to determine variations in peer review in the field of higher education. The report addresses: (1) the sources of authority for peer review; (2) the types and status of peer reviewers; (3) the…

Describes the system of external institutional evaluation in Netherlands universities, distinguishing between the organizations conducting the assessment itself and the follow-up. The primary assessing organization is a private one, funded and governed by the 14 universities, and uses discipline-based assessment teams. The follow-up assessment is…

Reports on a Dutch study examining qualitative aspects of internationalization in Dutch higher education institutions, and examines the ways Dutch institutions evaluate Dutch students' academic experiences abroad. Raises the question of whether existing systems meet stated standards for quality assurance. Makes some recommendations for…

A project on quality assessment has been started by the Association of Cooperating Universities in The Netherlands, and the quality of 26 university degree programs has been assessed by committees of independent experts. The political and institutional environment of this project, the approach taken, and the results are described. (Author/MLW)

Efforts to improve the quality of academic programs in the United Kingdom, United States, and Netherlands have followed three general approaches: the logic of competitive markets; application of incentives; and professional self-regulation. Strengths and weaknesses of these approaches for improving academic quality are examined through the lens of…

Although home education is a growing phenomenon in many Western countries, it is almost non-existent in the Netherlands. Under Dutch educational law, children must be educated in the school system. Home schooling is thought to endanger children's development. This study examines--primarily American--analyses of performance in home schooling. Its…

In the evaluation of an experimental, full inclusion model in the Netherlands, data on participating pupils with special needs were collected. The evaluation focused on social/emotional functioning, pupil behaviour and the quality of education. Independent assessors were invited to study the files of 24 pupils and evaluate their development and…

This report aims to inform Canadians on the extent to which Canada's post-secondary education sector is contributing to Canadians' social and economic objectives, its ability to respond to a fast-changing global environment, and how Canada's approach to higher education compares with other leading developed countries. Analysis of currently…

Given the growing need to look across national borders in order to be prepared for global challenges confronting higher education in the coming decades, it can be expected that institutional administrators in the U.S. and other western countries will need information on the quality and efficiency of their activities, including an international…

This report presents the overall quality assurance framework for initial vocational education in Denmark and the Netherlands and 10 case studies on quality assurance initiatives at Dutch and Danish vocational colleges. Chapter 1 provides an overview of the policy context on quality. Chapter 2 views the quality debate from the perspective of the…

A discussion of Dutch higher vocational education (HVE) looks at the place of HVE in the overall postsecondary system, its system of governance, its role in the reorganization of higher education, and efforts at innovation. Part-time programs are seen as a likely way to serve needs and cut costs. (MSE)