A CAREER BRIDGE FROM EUROPE TO FUTURE
Quality Management
01 Program Self Evaluation Reports
02 University Self Evaluation Reports
03 Course Success Reports
04 Academic Performance Reports
05 Student Satisfaction Reports
06 Assistant Evaluation Reports
07 Student Attendance Reports
01 Program Self Evaluation Reports
02 University Self Evaluation Reports
03 Course Success Reports
04 Academic Performance Reports
05 Student Satisfaction Reports
06 Assistant Evaluation Reports
07 Student Attendance Reports
Program Self Evaluation Reports
University self-evaluation reports are prepared at two levels. The first level is that each department should prepare its own self-evaluation reports; as for the second level, based on department self-evaluation reports, each department is to prepare the university's self-evaluation reports.
Departmental self-evaluation reports are prepared in the month following the week of spring semester final exams and it is issued to the respective Dean's Office. Deans are responsible for timely preparation and delivery of the relevant committee reports.
University self-evaluation will be prepared by the committee members of the university and delivered to the rector at the latest by the end of the month of September.
Under the laws of Macedonia, a copy of university self-evaluation reports must be submitted at the same time to the Ministry of Education and Science.
Study Program Self-Evaluation Reports
Program self-evaluation reports provide information about the balance of theory and practical subjects, the adequacy of faculty members with part-time or full-time work status, gender and age distribution of faculty members and their native language.
The second part of such reports contains statistical information about the number of students per educator and total number of students and students' gender distributions,
The third part of the program such reports evaluates the information provided by Ayper Reports on the average values for faculty members. For example, in this section it is identified that, as a whole in the form of courses, as the average of faculty members, what percentage of the courses are given as lecture or at what rate they are carried out as interactive courses in each semester. Particularly important is this part of the program for self-evaluation reports. Because at the faculty Academic and Teaching Council, these results are reviewed, and in the next year, forward-looking measures are taken accordingly to create new policies.
An important chapter for departmental self-assessment reports is to detect at what rate departmental courses are lectured by making use of the collaboration with other techniques. Application of fieldwork, visits to the government and non-governmental organizations, businesses, schools are sought in this section. The approach adopted here is the understanding of total quality. Education is a whole in all its aspects; courses cannot be assessed as a mere lecturing.
There is a strong focus on the subject of skill-gaining in the reports of Ayper. Part of departmental self-evaluation reports must be based on the average values of the academic staff skill-teaching profile as a whole. This profile can be used in two ways. The first one is to compare and contrast departmental skill-teaching profiles, and the second one is to discuss the adequacy of the resulting profile. Therefore, Academic Teaching Council provides the basis for making new ideas through brain-storming and for the adoption of new ideas by the members of teaching.
In later sections of the program self-assessment reports are to address student activity, scientific production of faculty members, projects participated, attended symposium, seminars and conferences, and forms of participation.
The last part of the program self-evaluation reports provides an inventory of the technological tools and equipment, if any. In this section commonly used tools and materials that belong to the university are not registered.
Departmental self-evaluation reports are prepared in the month following the week of spring semester final exams and it is issued to the respective Dean's Office. Deans are responsible for timely preparation and delivery of the relevant committee reports.
University self-evaluation will be prepared by the committee members of the university and delivered to the rector at the latest by the end of the month of September.
Under the laws of Macedonia, a copy of university self-evaluation reports must be submitted at the same time to the Ministry of Education and Science.
Study Program Self-Evaluation Reports
Program self-evaluation reports provide information about the balance of theory and practical subjects, the adequacy of faculty members with part-time or full-time work status, gender and age distribution of faculty members and their native language.
The second part of such reports contains statistical information about the number of students per educator and total number of students and students' gender distributions,
The third part of the program such reports evaluates the information provided by Ayper Reports on the average values for faculty members. For example, in this section it is identified that, as a whole in the form of courses, as the average of faculty members, what percentage of the courses are given as lecture or at what rate they are carried out as interactive courses in each semester. Particularly important is this part of the program for self-evaluation reports. Because at the faculty Academic and Teaching Council, these results are reviewed, and in the next year, forward-looking measures are taken accordingly to create new policies.
An important chapter for departmental self-assessment reports is to detect at what rate departmental courses are lectured by making use of the collaboration with other techniques. Application of fieldwork, visits to the government and non-governmental organizations, businesses, schools are sought in this section. The approach adopted here is the understanding of total quality. Education is a whole in all its aspects; courses cannot be assessed as a mere lecturing.
There is a strong focus on the subject of skill-gaining in the reports of Ayper. Part of departmental self-evaluation reports must be based on the average values of the academic staff skill-teaching profile as a whole. This profile can be used in two ways. The first one is to compare and contrast departmental skill-teaching profiles, and the second one is to discuss the adequacy of the resulting profile. Therefore, Academic Teaching Council provides the basis for making new ideas through brain-storming and for the adoption of new ideas by the members of teaching.
In later sections of the program self-assessment reports are to address student activity, scientific production of faculty members, projects participated, attended symposium, seminars and conferences, and forms of participation.
The last part of the program self-evaluation reports provides an inventory of the technological tools and equipment, if any. In this section commonly used tools and materials that belong to the university are not registered.