<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Martiniano  Jake Parawan  Neri III</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CURRICULUM COMPARISON OF THE TERTIARY EDUCATION PROGRAM OF CAPITOL UNIVERSITY FOR THE 2008-2009 GRADUATES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">accreditation</style></keyword><keyword><style  face="normal" font="default" size="100%">curriculum comparison</style></keyword><keyword><style  face="normal" font="default" size="100%">licensure examination for teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1408437576.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">39</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The study looked into the variances and differences of the two curricula of Capitol University College of Education for the graduates of Academic Year 2008-2009, and the performance of the graduates who opted to take the Licensure Examination for Teachers (LET) of the same year. The University produced 39 Education Graduates from two separate curricula implemented, wherein 25 were from the old curriculum and 14 were from the new one. The study specifically monitored the academic, practical and national performances of the Bachelor of Science in Education (BEEd) graduates, at which the academic criteria focused on their marks according to the university standards for General and Professional Education, as well as marks from the Mock Exam (as a course requirement); practical performances measured according to marks given by supervisory instructors during their practicum or Practice Teaching. These marks were then statistically derived to represent the general training these graduates received from Capitol University.
 The LET results of 2009 were used as the benchmark to determine the performances of the curricula stated. Along with information gathered from graduate insights and job experiences, the study highlighted on the perceived identified strengths of the both curriculums as an add-on experience to further improve the LET performances of the incoming graduates for the Education Program of Capitol University. The new curriculum is currently implemented in the University, with the distinction specific to the Department awarded by the Commission on Higher Education (CHED) as a center of Excellence.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">119-129</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrea Bernhard</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">AN INSTITUTIONAL PERSPECTIVE ON QUALITY ASSURANCE IN HIGHER EDUCATION. THE EXAMPLE OF THE AUSTRIAN ACCREDITATION COUNCIL (ÖAR)</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">accreditation</style></keyword><keyword><style  face="normal" font="default" size="100%">quality assurance</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392284112.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">8</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The ongoing necessity of quality and quality assurance in the whole Bologna process remains one of the main issues for European policy makers. The aim to create comparable systems to guarantee quality within higher education systems are the reasons for national developments and their eagerness to reform. The situation in Austria is in the centre of discussion and shall exemplify one way to cope with international developments and the need to establish a comprehensive quality assurance system. The main purpose of this paper is to provide a deeper insight into the work and problems of the Austrian Accreditation Council (ÖAR), a quality assurance agency which is responsible for re-/accreditation and supervision of Austrian private universities. As the author was a former scientific staff member at the office of the ÖAR, the paper looks behind the scenes of higher education policies and will strengthen the insistent demand for further reforms. In spite of the short history the ÖAR can be considered as one of the main national key players in the field of quality assurance as well as an internationally accepted quality assurance agency.

</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">17-24</style></section></record></records></xml>