The increased diversity and autonomy of schools calls for a more professional approach to school governance. In response, attention has been directed to the structure of school boards in the Netherlands. However, previous research indicates that the effectiveness of governance is not so much about structure as it is about behaviour. Conflict, in…

Specifying learning outcomes (LOs) in higher education as part of the European Qualification Framework (EQF) has resulted in a variety of experiences in the national contexts of England and Norway, as well as in different institutional and disciplinary settings. This article contributes to a contextualised understanding of the kind of management…

This article analyses moves towards good multilevel governance approaches in Vocational Education and Training (VET) as an effective way to improve VET policy making in transition and developing countries, focusing on the Southern Neighbourhood of the EU (ENPI South). The centralised approaches in public administration and to VET governance still…

The forms and strategies of institutional self-regulation used in Europe for program assessment and improvement are viewed as partial structures, not integrated systems designed to fully realize the potential of the self-regulatory system. A self-regulation program review model for use in ministerial or other centrally administered systems is…

The French ideal of comprehensive secondary education was based on a notion of equal educational opportunity through standardized schooling that was becoming politically outmoded as it was being implemented. Plans for truly comprehensive lower secondary education have not been very significant, and the comprehensive schools for students from 11-15…

Reviews development of evaluation studies together with key epistemological and conceptual issues. Uses identified concepts to analyze peer review, the traditional mode of evaluation in higher education institutions in the United Kingdom and other European countries. Lists criteria for improvement, including: range of knowledge; critical analysis…

Many of our models of the university espouse a monolithic concept of autonomy. The Kantian model, based on specific realms of state intervention and nonintervention, should be explored more thoroughly because it allows for intervention while maintaining some notion of autonomy. (Author/MSE)

A discussion of research needs concerning higher education-industry collaboration in Europe looks at the impact of such collaboration in five areas: institutional autonomy, the status of continuing education, relations between university and non-university education, relationships between basic and applied research, and disciplines not normally…

Assesses the "evaluative state"--the historic background, the process and procedures used to evaluate institutions of public higher education in European Union countries. Reviews various types of evaluation used, changes in the concept and purpose of evaluation, and looks at some of the basic and long-term issues for the future, from its…

Recent changes in Finnish higher education are characterized by increased political trust and a desire to give the system a more important social role, by increasing direct public accountability through institutional evaluation and encouraging internal leadership and academic self-regulation. The changes will require more advanced institutional…

Concerns about institutional autonomy, maintenance of institutional diversity, the internationalization of scientific research, and educational quality resulting from unification of the European Community are discussed from historical, political, market, and academic perspectives. (MSE)

Concern about the impact of the completion of the European Single Market in 1992 on patterns of cooperation between member and non-member countries is expressed, and it is cautioned that member institutions must not ignore opportunities for cooperation inside or outside the European Community, particularly with developing nations. (MSE)

Britain's conscious efforts to maintain traditional university autonomy and minimize state intervention are outlined and the special characteristics of this form of autonomy are noted. Whether or not this approach has been successful is discussed. (MSE)

The issues of academic freedom, institutional autonomy, government involvement in higher education, and students' part in the power structure are analyzed for several European countries. Recent influences, political and economic, are reviewed. (MSE)

In Greece, universities do not have great autonomy. Areas of responsibility and authority of the state and the institutions are not clearly defined. Universities are always under the political supervision of the ministries of education. (MSE)