The equity aspect within the framework of the assessment of the quality of Higher Education: Developing indicators to identify students with a higher risk of failure at university with a view to improving equality of chances of success
Título: The equity aspect within the framework of the assessment of the quality of Higher Education: Developing indicators to identify students with a higher risk of failure at university with a view to improving equality of chances of success
Autor: Malaise, Stéphanie; Friant, Nathanaël; Demeuse, Marc
Resumen: [EN] Since 2004, the quality of Higher Education
in French-speaking Belgium is assessed
by the Agency for Quality Assurance in
Higher Education (AEQES). Towards this
end, each establishment whose academic
programmes are reviewed is required to
undertake a self-assessment on the basis
of a framework listing the aspects to be
taken into account. Following an update
in 2013, this framework now includes
an aspect that formerly did not receive
special attention: equity. By introducing this aspect in its reference framework,
AEQES points to the need for universities
not only to turn out graduates with
relevant skills but also to ensure that all
students enjoy equal opportunities to
gain a qualification. However, no target
group is identified in the framework, so
that each establishment must decide
on its own which students or groups
of students should receiive special
attention. Against this background, a
joint study by three French-speaking
Belgian universities (Demeuse et al.,
2013) aims to provide guidance for these
assessments. The study makes it possible
to identify the most “vulnerable” students
by testing indicators of relevance within
the framework of differentiated financing
for higher education in French-speaking
Belgium. The authors first of all define
the concepts “quality” and “equity”, andive special
attention. Against this background, a
joint study by three French-speaking
Belgian universities (Demeuse et al.,
2013) aims to provide guidance for these
assessments. The study makes it possible
to identify the most “vulnerable” students
by testing indicators of relevance within
the framework of differentiated financing
for higher education in French-speaking
Belgium. The authors first of all define
the concepts “quality” and “equity”, and then move on to present indicators for
identifying students with a higher risk of
academic failure in higher education. An
analysis of the performance of university
undergraduates – in terms of success or
failure - makes it possible to quantify the
impact of different variables.[ES] Desde 2004, la calidad de la Educación
Superior en la Bélgica francófona es
evaluada por la Agency for Quality
Assurance in Higher Education (AEQES).
Con este fin, los programas académicos
propuestos por las facultades deben
ser autoevaluados sobre un marco
de criterios establecidos por dicha
autoridad, encargada de su evaluación.
Tras una actualización en 2013, este
marco incorpora un aspecto que no
había sido contemplado en la versión anterior: la equidad. Con la introducción
de este aspecto, la AEQES apunta la
necesidad de que las universidades
no solo formen a graduados sobre la
base de alcanzar las competencias,
sino también han de asegurar que todo
el alumnado disfrute de las mismas
oportunidades de aprendizaje. Sin
embargo, este marco no identifica a
ningún grupo-objetivo, por lo que cada
facultad debe decidir por sí misma
qué alumno/a o grupo de alumnado
estaría en condiciones de recibir la
atención especial que precisa. En este
contexto, se presenta un estudio de
conjunto sobre tres universidades de
habla francesa de Bélgica (Demeuse
et al., 2013), cuyo objetivo es
proporcionar orientaciones para estas
evaluaciones. El estudio permite
identificar al alumnado más vulnerable,
considerando indicadores de relevancia
dentro del marco de la financiación
diferenciada para la Educación
Superior en la Bélgica francófona.
Los autores en primer lugar definen
los conceptos de calidad y equidad,
y luego los indicadores actuales para
la identificación del alumnado con un
mayor riesgo de fracaso escolar en
la Educación Superior. Mediante un
análisis del rendimiento del alumnado
universitario - en términos de éxito o
fracaso - para cuantificar el impacto de
las diferentes variables.