Enhancing Quality Assurance Management in Morocco – EQuAM-M

ENQA is currently involved as a partner in the project “Enhancing Quality Assurance Management in Morocco” (EQuAM-M) coordinated by the University of Barcelona, Spain. The project has received funding under Erasmus+ KA2 “Capacity building in the field of higher educational”.

TERM/DURATION

1 October 2017 to 30 September 2020 (36 months)

PARTNERSHIP

The project brings together a consortium of 19 partners:

• 14 from Morocco: Centre for the Advancement of Research and Development in Educational Technology LTD – CARDET, Ministère de l’Enseignement Supérieur, de la Recherche Scientifique et de la Formation des Cadres – MESRSFC, Agence National d’Evaluation et d’Assurance Qualité de l’Enseignement Supérieur et de la Recherche Scientifique – ANEAQ, Université Abdelmalek Essaâdi – UAE, University Ibn Tofail – UIT, University Hassan 1 – UH1, University Hassan 2 Casablanca – UH2C, University Moulay Ismail – UMI, University Cadi Ayyad – UCA, University Mohammed V – UM5R, University Sidi Mohammed Ben Abdellah – USMBA, University Mundiapolis – MUC, Euro-Mediterranean University of Fes – UEMF, University Ibn Zohr – UIZ

• 5 from Europe: two quality assurance organisations (ENQA, Agencia Nacional de Evaluación de la Calidad y Acreditación – ANECA), and 3 European universities (Université de Montpellier – UM, Università degli Studi di Roma “La Sapienza”- UNIROMA1, Universitat de Barcelona – UB).

GENERAL DESCRIPTION

Project aim

The overall aim of the project is to assist Morocco in its ambition to further develop and enhance a new national Quality Assurance Agency for HE whose work will be aligned with the immediate and direct needs of society, whilst also meeting international expectations. The project is concerned specifically with the development, application and outcomes of academic QA and its improvement/enhancement.

The Project will identify and assist in the development of a) the essential components of QA system that meet national and institutional needs, and b) a ‘road map’ and White Paper setting out a reasonable transition from the current situation to one that demonstrably meets international norms and expectations.

PROJECT ACTIVITIES

The specific objectives for the Project include the development of:

• A Road Map addressing the necessary detailed requirements for implementing and/or improving the functions and procedures of QA at the institutional level and the link between Internal and External QA.
• A White Paper aiming at informing key stakeholders in Morocco on the progressive implementation of the new QA system; and with recommendations for meeting the shared needs of EQA and IQA in Morocco. It will include a 10 year ‘road map’ for the progressive ‘evolution’ of QA for Moroccan HE to support the development of a Quality Culture.
• A shared toolkit’ to meet needs of Internal and External QA in Morocco that will lead to
• A Code of Practice for the Management of Quality Assurance in Moroccan universities.

The project will be divided in six main phases:

1. Current QA in Moroccan HE:
2. Comparing experiences with EU agencies and their relationships with HEIs
3. Development of a quality assurance ‘tool kit’
4. Aligning EQA and IQA
5. Piloting the QA Tool kit and Code of Practice
6. Enhancing QA management and its impact on Moroccan HE

Database of External Quality Assurance Results – DEQAR

ENQA is currently involved as a partner in the project “Database of External Quality Assurance Results – DEQAR” coordinated by the European Quality Assurance Register for Higher Education (EQAR). The project was selected for EU co-funding under Erasmus+ Key Action 3 – European Forward-Looking Cooperation Projects.

Project Duration

November 2017 – October 2019

Background

In 2016 EQAR carried out a feasibility study on the Database, including surveys of potential users and registered agencies, as well as desk research of existing database initiatives.

The resulting Report and Operational Model were presented to EQAR members (European governments and stakeholder organisations), most of whom had received positive feedback from their national stakeholders and considered that the database would enhance accessibility of external quality assurance results.

While all EQAR-registered agencies publish the reports and decisions from their external quality assurance on their own websites, users frequently face difficulties accessing such information, especially from other countries than the one they are familiar with. The results of the study showed that most EQAR-registered agencies could supply the information that is most relevant to users into a central European database.

Once set-up, the Database will allow users to identify whether a higher education institution has been subject to external quality assurance in line with the ESG, by an EQAR-registered agency (at institutional level, or one or more of its programmes) and to easily access the corresponding external QA report(s).

Objectives

The main aim of the DEQAR project is the development of a database that will enhance access to reports and decisions on higher education institutions/programmes externally reviewed against the ESG, by an EQAR-registered agency.

The database is expected to enable a broad range of users, including but not limited to:

  • Recognition information centres (ENIC-NARICs)
  • Recognition officers in higher education institutions
  • Students
  • Quality assurance agencies
  • Ministry representatives and other national authorities

to satisfy their information needs and support different types of decisions (e.g. recognition of degrees, mobility of students, portability of grants/loans). A first public preview version of the database will be available in May 2018.

Through this database EQAR will contribute to the transparency of external quality assurance in the European Higher Education Area.

Consortium

The project consortium consists of:

Coordinator: EQAR

Stakeholders & users will be involved in ensuring relevance of the database and links with the end users:

  • ENQA – The European Association for Quality Assurance in Higher Education
  • ESU- European Students Union
  • EUA – European University Association
  • EURASHE – European Association of Institutions in Higher Education
  • EI – Education International
  • CIMEA – Centro di Informazione sulla Mobilità e le Equivalenze (Italian ENIC-NARIC)

A Research Centre will be responsible for piloting studies in the use of the database:

  • University of Ghent – The Centre for Higher Education Governance Ghent (CHEGG)

17 QA agencies as well as GAC and HRK. They will have as main responsibility the technical implementation of the database:

  • A3ES – Agency for Evaluation and Accreditation of Higher Education
  • ACPUA – Aragon Agency for Quality Assurance and Strategic Foresight in Higher Education
  • ACSUG – Agency for Quality Assurance in the Galician University System
  • ANECA – National Agency for the Quality Assessment and Accreditation of Spain
  • AQU – Catalan University Quality Assurance Agency
  • ARACIS – Romanian Agency for Quality Assurance in Higher Education
  • ASHE – Agency for Science and Higher Education
  • ASIIN e.V.
  • BAC – British Accreditation Council for Independent Further and Higher Education
  • EKKA – Estonian Quality Agency for Higher and Vocational Education
  • fmid – Fundación para el Conocimiento Madrimasd
  • HCERES – High Council for Evaluation of Research and Higher Education
  • PKA – Polish Accreditation Committee
  • NVAO – Accreditation Organisation of the Netherlands and Flanders
  • SQAA – Slovenian Quality Assurance Agency
  • Unibasq – Agency for Quality of the Basque University System
  • GAC – German Accreditation Council
  • HRK – Hochschulrektorenkonferenz

Associate Partners (do not benefit from the EU grant and may come from non-EU countries):

ECA will contribute experience and expertise from Qrossroads:

  • ECA – European Consortium for Accreditation

Registered QA agencies from non-eligible countries will be involved in the technical implementation of the database:

  • AKKORK – The Agency for Higher Education Quality Assurance and Career Development
  • KAA – Kosovo Accreditation Agency
  • NCPA – National Center for Public Accreditation

Erasmus+

ENQA Leadership programme 2018

ENQA Leadership programme is designed to provide an intensive European peer-learning experience for high-potential mid-level to early-senior professional staff at QA agencies to develop their understanding of the European QA framework as well as of the leadership skills required for working effectively as team leaders within agencies, in reviews, and with external stakeholders. The programme is open to ENQA members and affiliates.

The programme consists of three two-day seminars (from 16h00 on Day 1 until 14h00 on Day 3):

  1. Seminar 1 in Brussels, 16 – 18 May, hosted by AEQES: “Trends and developments in (European) higher education”;
  2. Seminar 2 in Bern, 10 – 12 September, hosted by AAQ: “Leadership and higher education”;
  3. Seminar 3 in Barcelona, 6-8 November, hosted by AQU Catalunya: “Formal and informal leadership in Quality Assurance Agencies”.

The fee to participate in the programme is € 1700. The fee includes:

  • Participation in the three programme seminars;
  • All presentations and programme materials;
  • Main meals during the seminars (as indicated in the programme);
  • Mentoring by an ENQA Board member or a senior staff member of an ENQA member agency for the small group projects (May to November);
  • Participation in an ENQA Leadership Programme alumni group;
  • Discount of 15% on fee-based ENQA event in 2019 or 2020.

The travel and accommodation costs to attend the seminars will be covered by the participants/their sponsoring agency.

Participation is limited to 22 participants in total, with an indicative maximum of two participants per agency. Participants commit to following the full cycle of the programme (from May to November), including attendance in the three seminars and contribution to the group work.

Materials

ENQA leadership programme – Brochure
ENQA Leadership programme – Draft programme

Registration

Registration for the programme is now closed.

Facilitating implementation of the European Approach for Quality Assurance of Joint Programmes – ImpEA

ENQA is currently involved as a partner in the project “Facilitating implementation of the European Approach for Quality Assurance of Joint Programmes – ImpEA” coordinated by the Polish Accreditation Committee.

ImpEA

Project Duration

October 2017 – September 2020

Background

The European Approach for Quality Assurance of Joint Programmes was adopted at the Bologna Process Ministerial Conference in Yerevan in May 2015. The European Approach is a step towards minimising barriers in external quality assurance of joint programmes. However, to date, only a few countries have fully integrated the European Approach into their accreditation procedures, and several difficulties in implementing the Approach persist. The “Facilitating implementation of the European Approach for Quality Assurance of Joint Programmes (ImpEA)” project consortium hopes to address this issue by exploring the existing challenges in the use of the European Approach and sharing some of the success stories and good practices that can be used to support the further use of the European Approach in different contexts.

Objectives

The main aim of the project will be to support efficient implementation of the European Approach for Quality Assurance of Joint Programmes. This aim will be achieved by successful completion of the following objectives:

  1. Identifying key obstacles in implementation of the European Approach in the European Higher Education Area in general, and project partner countries in particular;
  2. Supporting partner QA agencies in running EA-based programme accreditation procedures (ex ante and ex post)
  3. Supporting partner HEI in pursuing the external accreditation based on the EA
  4. Developing a EA implementation toolkit (set of recommendations and proposed solutions for the policy makers and QA agencies)

Consortium

  • Polish Accreditation Committee (PKA), coordinator
  • European Consortium for Accreditation in Higher Education (ECA)
  • European Association for Quality Assurance in Higher Education (ENQA)
  • Agency for Quality Assurance through Accreditation of Study Programmes (AQAS)
  • Basque University System Quality Assurance Agency (Unibasq)
  • Adam Mickiewicz University (AMU)
  • University of Deusto (UD)
  • Warsaw School of Tourism and Recreation
  • Carl von Ossietzky University of Oldenburg

The European Quality Assurance Register (EQAR) is an associate partner of the project.

Erasmus+

Programme Evaluation for Transparency and Recognition of Skills and Qualifications – TLQAA+

ENQA is currently involved as a partner in the project “Programme Evaluation for Transparency and Recognition of Skills and Qualifications” (TLQAA+) coordinated by the University of Balamand, Lebanon. The project has received funding under Erasmus+ KA2 “Capacity building in the field of higher educational”.

TERM/DURATION

15 October 2016 to 14 October 2018 (36 months)

PARTNERSHIP

The project brings together a consortium of 23 partners:

• 14 from Lebanon: the Ministry of Education and Higher Education, 12 Lebanese universities (University of Balamand, Université Libanaise , Université Saint Joseph, American University of Beirut, Lebanese American University, Beirut Arab University, Université Saint Esprit, Notre Dame University – Louaizé, Al Manar University of Tripoli, Université Sainte Famille, Université Antonine, Islamic University of Lebanon) and the Association of Lebanese Industrialists.

• 9 from Europe: four quality assurance organisations (ENQA , ANECA, CIEP, HCERES), and 5 European universities (Université de Lorraine, Université Libre de Bruxelles, Universidad de Alicante, Universitat de Barcelona, Hochschule Osnabrück – University of Applied Sciences).

GENERAL DESCRIPTION

Project aim
The Erasmus+ TLQAA+ project is a three-year project that aims at setting the ground for the evaluation of academic programmes in the Lebanese Higher Education and at further developing a national qualifications framework. The main idea is to combine quality and relevance of academic programmes to better serve the students, the higher education and the society in general. It also deals with issues like recognition and quality assurance of non-traditional learning methods. The project is open to associate institutions and individual experts in some of its activities.

TLQAA+ objectives could be classified as direct objectives and indirect objectives. The direct objectives fall under the development of the necessary blocks for programmes’ evaluation in the Lebanese HE system and the establishment of processes to connect the evaluation with the recognition of skills and qualifications. These blocks include:

• A set of descriptors for a Lebanese QF
• A set of global descriptive indicators for serving external or internal evaluation and helping in strategic planning
• Core standards and guidelines for the evaluation of programmes
• Guidelines and training courses for establishing and developing internal QA units
• Training of thirty to forty experts to conduct programmes’ review in a training of trainer setting
• Necessary communication model and platform for the dialogue with the stakeholders from the labor market for enhancing employability and maintaining the LQF

Beside the direct objectives, the project will achieve many indirect objectives such as:

• Maintain and nurture the climate of trust within the Lebanese HE
• Determine the quality issues related to courses’ delivery modes (a crucial topic with the establishment of technology-based modes of delivery, e.g. the MOOCs)
• Better understand quality issues related to internationalization of higher education and in particular the recognition issues
• Experiment the draft Lebanese QF that permits a better understanding of the tool

PROJECT ACTIVITIES

To achieve the objectives of the project TLQAA+ activities are organised in 13 workpackages. These can be grouped into five groups:

• Preparation: it includes the definition of a NQF and global descriptive indicators, the QA of different delivery modes and, the connection between recognition, NQF and QA
• Programme Standards and Guidelines: including the core standards and guidelines and specific standard and guidelines for programmes in Engineering, Health Sciences and, Human and Social Sciences
• Capacity Building and Validation: including building internal quality assurance units, selection and training of experts and pilot evaluation
• Dissemination
• Project management and quality control

 
More information is available on the project website.

Integrating Entrepreneurship and Work Experience into Higher Education – WEXHE

WEXHE aims to support the development of work-based learning relating to HE – internships/work placements, apprenticeships and entrepreneurship – thereby enhancing the value of higher education and supporting the transition of graduates into employment and career success.

Project Duration

January 2017 – December 2019

Background

The project responds to concerns expressed by stakeholders on the shortcomings in the labour market orientation of higher education (HE), focusing on the balance between practical and theoretical learning in HE and mismatches between the skill sets of graduates and the skills they require during their early careers. EU countries have experienced a substantial increase in graduate unemployment and a decrease in quality of employment. European students and graduates report continuously that they are worried about their careers. At the same time employers and employers’ organisations report they are having increasing difficulties in finding graduates with matching skills.

In this Knowledge Alliance, Integrating Entrepreneurship and Work Experience into Higher Education (WEXHE), enterprises, associations, and HEIs come together to identify and analyse current provision of work experience in HEIs in seven different EU countries, generating 84 case studies of work-based learning (WBL) involving all four types of disciplinary sectors (hard-pure, e.g. natural sciences; soft-pure, e.g. humanities and social sciences; hard-applied, e.g. medicine; and soft-applied, e.g. social work) covering work placements, traineeships and entrepreneurships. Working with practitioners, it will create 12 replicable modules of WBL, together with guidance on management, quality assurance, learning outcomes, funding, and accreditation. These modules will cover and support the four sectors and will be tailored to national contexts. A unique feature is the attention to humanities for which the transition to the labour market is less transparent and mapped than other sectors.

Objectives

The project aims to:

  1. increase capacity of HE staff and enterprises to provide high quality work experience and entrepreneurship,
  2. identify what kind of WBL leads to high quality jobs,
  3. support the accreditation of WBL through ECTS and effective Quality Assurance, and
  4. ensure that skills needs of employers are understood.

The project will review existing and support further policy development

Consortium

The project consortium consists of:

  • University of Groningen, The Netherlands (project coordinator)
  • University of Warwick, United Kingdom
  • University of Ljubljana, Slovenia
  • University of Applied Sciences Münster, Germany
  • NOVATEX Solutions, Ltd., Cyprus
  • UIIN, The Netherlands
  • Spanish Chamber of Commerce, Spain
  • Polish Chamber of Commerce, Poland
  • European Association for Quality Assurance in Higher Education (ENQA), Belgium
  • European Association of Institutions in Higher Education (EURASHE)

For information about ENQA’s participation in this project, please contact Milja Homan.

Erasmus+

Linking Academic Recognition and Quality Assurance – LIREQA

LIREQA aims at contributing to fair recognition of qualifications by developing recommendations to relate academic recognition to both internal and external quality assurance.

The project will bring together communities of credential evaluators, represented by ENIC/NARIC networks and centres, communities of quality assurance specialists, represented by national/regional external quality assurance agencies and their association ENQA, and higher education institutions.

Project Duration

December 2016 – November 2018

Background

LIREQA will follow upon the initiative by several quality assurance agencies, members of ENQA, to explore the topic of linking recognition with quality assurance, an important topic following the adoption of the ESG 2015. Quality assurance agencies,  SKVC, CTI, ANECA, AQU Catalunya, also QQI agreed to voluntary engage, forming a working group, which was later endorsed by the ENQA Board in summer 2015. The working group had just begun when the NARIC call under Erasmus+ was issued, and the group agreed that it provided a vital funding opportunity. Being both an ENIC/NARIC centre and external QA agency, SKVC took the lead.

Objectives

The projects aims to:

  1. map the present situation and learn of expectations and possibilities for improvement from the main stakeholders (ENIC/NARIC centres,QA agencies, HEls);
  2. create a set of recommendations to address fair recognition of qualifications via external and internal quality assurance (QA);
  3. build capacity of ENIC/NARIC centres, QA agencies and HEls.

Consortium

The consortium consists of the following NARIC partners:

  • NARIC Lithuania – coordinator (SKVC, which also acts as external quality assurance agency in Lithuania),
  • NARIC Netherlands (EP-Nuffic),
  • NARIC Norway (which also acts as external quality assurance agency in Norway (NOKUT),
  • NARIC Latvia (which also acts as external quality assurance agency in Latvia).

The following non-NARIC partners will be involved:

  • CTI (Commission des Titres d’lngenieur, which is a quality agency for engineering education in France),
  • AQU Catalunya (Catalan University Quality Assurance Agency, Barcelona),
  • ANECA (National Agency for Quality Assessment and Accreditation of Spain, Madrid),
  • ENQA (European Association for Quality Assurance of Higher Education, Belgium).

Advisory Group consists of members as listed below:

  • President of Intergovernmental Lisbon Recognition Convention Committee (LRC) Committee,
  • Representative of ESU (European Student Union), one of the main consultative partners in the EHEA,
  • Representative of higher education institutions, coming from EUA as one of the main consultative partners in the EHEA,
  • External expert, former member of NARIC Advisory Board.

For information about ENQA’s participation in this project, please contact Milja Homan.

Erasmus+

Towards Excellence in Engineering Curricula for Dual Education – TEEDE

ENQA is currently involved as a partner in the Erasmus+ project Towards Excellence in Engineering Curricula for Dual Education (TEEDE) coordinated by the University Rovira i Virgili (URV). The project has received funding under the Key Action 2: Capacity building int he field of higher education.

 

Project Duration

October 2016 – October 2019

Objectives

The specific objectives of the TEEDE project are the:

  1. Modernization and creation of the bachelor and master’s degree programs in engineering based on the European principles of dual education;
  2. Development and implementation of the methodology of management of educational processes in universities using the dual education;
  3. Strengthening relations of universities with exterior economic and social environment, creation and development of variants of the cooperation of universities and enterprises, promotion of employment of graduates;
  4. Creation of communication and recourse centers for promotion of the projects results and further implementation of the project’s outputs beyond the project cycle period;
  5. Establishment of the unified procedure of evaluation of qualification level achieved by the persons who are studying in engineering and their mutual recognition;
  6. Construction of the trajectory of lifelong learning for the engineers.

Consortium

The TEEDE project consortium consists of:

  • University Rovira i Virgili (Universitat Rovira i Virgili) – URV– Project Coordinator
  • University of Tampere (Tampereen Yliopisto) – UTA
  • Institute Technology and Education (Universitaet Bremen) – ITB
  • University of Pavia (Universita Degli Studi di Pavia) – UNIPV
  • Tomsk Polytechnic University – TPU
  • Far Eastern Federal University – FEFU
  • Katanov Khakass State University – KHSU
  • Omsk State Technical University – (OmSTU)
  • Jilin University – JLU
  • Shenyang Ligong University – SYLU
  • Institute de Technologie du Cambodge – ITC
  • Royal University of Agriculture – RUA
  • Indian Institute of Technology Madras – IITM
  • The Indian Institute of Technology Kanpur – IITK
  • European Association for Quality Assurance in Higher Education – ENQA
  • Association for Engineering Education of Russia – AEER

For information about ENQA’s participation in this project, please contact Milja Homan.
Erasmus+

Modernizing and Enhancing Indian eLearning Educational Strategies – MIELES

MIELES aims to modernise and enhance access to the Indian higher education system by supporting the development of diverse institutional e-learning strategies.

Project Duration

October 2016 – October 2019

Background

India has one of the largest education systems in the world with over 600 universities, 35,500 colleges, and 4 million schools. In spite of a rather high investment rate, the Indian education system suffers from various inadequacies such as poor infrastructure, high drop-out rate, imbalanced student teacher ratio (27:1), and poor gross enrolment ratios (15% in higher education), etc.

Realising the opportunities in India, many e-learning organisations (domestic and international) have been offering their services in India. Given the size of the sector and the population of the country, there is a need to enable HEIs to exploit e-learning partnerships and opportunities.

In order to capitalise on the investment made by the Indian government’s Digital India initiative, Indian HEIs need to develop strategies for e-learning and ICT in general. Focus on educational quality in e-learning is essential, which is another reason that e-learning institutional strategies are pertinent. It is for these reasons that one of the main objectives of MIELES will be to support a network of Indian HEIs to develop and implement institutional strategies for elearning. This is also a novel component of the project: many development cooperation interventions are related directly to ICT infrastructure (Digital India, for example) or to the provision of online course content. Few projects have addressed the need to support HEIs to utilise ICT infrastructure and online course content, and to enable leadership and staff to do so, in a cross-institutional way (one of the purpose of the strategies). Working on this issue in an international consortium of partners, in the context of Erasmus+, will help in shaping quality standards for Indian online course content and e-learning approaches, innovate teaching and learning practices/pedagogy via e-learning, and build capacity of teachers across partner institutions to use e-learning and ICT tools.

MIELES is thus designed to provide a collaborative platform to address a relevant issue for the development, reform, and modernisation of the higher education system in India and to reinforce Indian-EU higher education collaboration.

Consortium

Indian partners:

  • University of Mysore – UOM
  • MEA Engineering College – MEA EC
  • Kahm Unity Women’s College – KUWC
  • Amrita University
  • Indian Institute of Technology Madras – IITM
  • Indian Institute of Science – IISC Bangalore
  • Edulink Private Limited – EDL

European partners:

  • University of Barcelona
  • KTH Royal Institute of Technology
  • TU BERLIN
  • Sapienza University of Rome
  • Centre for the Advancement of Research and Development in Educational Technology LTD – CARDET LTD
  • University of Peloponnese
  • European Association for Quality Assurance in Higher Education – ENQA

Objectives

The general objective of MIELES is to modernise and enhance access to the Indian higher education system by supporting the development of diverse institutional e-learning strategies. The specific objectives are to:

  • S01. Support Indian Institutional management to assess their interests and needs with regards to e-learning
  • S02. Build the capacity of Indian institutions to develop a clear, realistic, and tailored strategic approaches to e-learning
  • S03. Enhance the capacity of Indian institutions to implement their institutional e-learning strategies, both through staff training and collaborative pilot projects
  • S04. Enable transfer of knowledge within India regarding e-learning strategy and capacity
  • SO5. Enhance Indian-European collaboration in e-learning

For information about ENQA’s participation in this project, please contact Milja Homan.
Erasmus+

An Adaptive Trust-based e-assessment System for Learning – TeSLA

ENQA is currently involved as a partner in the Horizon 2020 project “An Adaptive Trust-based e-assessment System for Learning” (TeSLA) coordinated by the Open University of Catalunya (UOC). The project has received funding under the ICT-2015-20 Technologies for better human learning and teaching, Innovation Action.

TERM/DURATION

1 January 2016 to 31 December 2018 (36 months)

PARTNERSHIP

The partnership of the project involves the Open University of Catalunya as the coordinator, Université de Namur, AQU Catalunya, LPLUS GmbH, Open University of the Netherlands, Sofiiski Universitet Sveti Kliment Ohridski, The Open University of UK, Protos Sistemas de Información, Institut Mines-Telecom, Imperial College of Science – Technology and Medicine of UK, Technical University of Sofia, Anadolu University, Jyvaskylan Yliopisto, European Quality Assurance Network for Informatics Education, Instituto Nacional de Astrofísica – Óptica y Electrónica, Fondation de l’Institut de Recherche IDIAP, Watchful Software and ENQA.

GENERAL DESCRIPTION

Project aim

The aim of the TeSLA project is to develop a system that facilitates online examination in such a way that it is guaranteed that the right student has logged in (authentication) and personally makes the test (authorship). In order to do this new technologies in the field of authentication and authorship will be combined. For example technologies in the field of face and speech recognition, analysis of keybord touch etc. Depending on the kind of test the teacher can select a technology. The project analyses the educational, technological and ethical (privacy) issues involved in the development of such a system. Based on this analysis it will draw up a workable solution consisting of a mix of techniques that can be applied in different combinations in the learning environments of the project partners.

A video made during the project kickoff, in which different TeSLA partners appear, is available here.

VIDEO TESLA PROYECT KICK OFF from TeSLA project EU on Vimeo.