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Titlebook: Accreditation and Evaluation in the European Higher Education Area; Stefanie Schwarz,Don F. Westerheijden Book 2004 Springer Science+Busin

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41#
發(fā)表于 2025-3-28 15:13:54 | 只看該作者
978-1-4020-5537-9Springer Science+Business Media Dordrecht 2004
42#
發(fā)表于 2025-3-28 22:14:27 | 只看該作者
Herbert Begemann,Johann RastetterTertiary education in the Czech Republic includes any type of education that is recognised by the state and requires completed secondary education as an entrance condition. Tertiary education is composed of:
43#
發(fā)表于 2025-3-29 01:19:58 | 只看該作者
https://doi.org/10.1007/978-3-642-96116-8This study is based on the analysis of evaluation reports published by the Finnish Higher Education Evaluation Council (FINHEEC) supported by relevant research literature, the higher education databases (KOTA and AMKOTA). maintained by the Ministry of Education, and other statistical data.
44#
發(fā)表于 2025-3-29 05:09:20 | 只看該作者
45#
發(fā)表于 2025-3-29 09:52:51 | 只看該作者
https://doi.org/10.1007/b138500Since 1999/2000, the higher education system in Lithuania has been diversified. In September 2002, it consisted of 43 institutions which were of two types: 19 university-type (academies, colleges, seminaries, and universities) and 24 non-universitytype called . (.).
46#
發(fā)表于 2025-3-29 12:53:24 | 只看該作者
Stefanie Schwarz,Don F. WesterheijdenPresents a rich account of the development of accreditation and evaluation in twenty European countries
47#
發(fā)表于 2025-3-29 18:02:42 | 只看該作者
Higher Education Dynamicshttp://image.papertrans.cn/a/image/143793.jpg
48#
發(fā)表于 2025-3-29 20:12:12 | 只看該作者
Accreditation and Evaluation in the European Higher Education Area978-1-4020-2797-0Series ISSN 1571-0378 Series E-ISSN 2215-1923
49#
發(fā)表于 2025-3-30 01:47:05 | 只看該作者
https://doi.org/10.1007/978-3-642-96116-8 subject to ministerial approval of new programmes and institutions. The institutions have a high degree of autonomy but must follow general regulations, e.g., concerning teacher qualifications and award structures.
50#
發(fā)表于 2025-3-30 07:36:45 | 只看該作者
Herbert Begemann,Johann Rastettere three Belgian communities (Flemish Community, French-speaking Community and Ger-man-speaking Community) in 1988, the development of educational policies went in separate directions. But in this ‘national’ report, we shall only focus on the devel-opments in the Flemish community of Belgium.
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