lefis workgroup 5: quality quality in high education teaching european union resolutions and...

LEFIS WORKGROUP 5: QUALITY

Quality in high education teaching

European Union resolutions and recommendations concerning teaching in

the field of Computers and Law

PILAR LASALA

APTICE & Universidad de Zaragoza

LEFIS WORKGROUP 5: QUALITY


European Union resolutions and recommendations concerning teaching in

the field of Computers and Law

PILAR LASALA

APTICE & Universidad de Zaragoza

AGENDA

1. Quality in high education teaching

2. European Union resolutions and recommendations concerning teaching in the field of Computers and Law



LEFIS WORKGROUPS MEETING Beja, Portugal 19-21 October 2006

LEFIS Workgroup 5: QualityLEFIS Workgroup 5: Quality


Definition of Quality (Quality Culture Project Guidelines, European University Association EUA)

Quality as ….

… fitness for purpose

… compliance (zero errors)

… customer satisfaction

… excellence

… value for money

… transformation (process of changing the customer)

… enhancement (process of changing the institution)

… control (punitive/rewarding process of quality assurance)

A mixture of all the above-mentioned

Definition of Quality (Quality Culture Project Guidelines, European University Association EUA)

Quality as ….

… fitness for purpose

… compliance (zero errors)

… customer satisfaction

… excellence

… value for money

… transformation (process of changing the customer)

… enhancement (process of changing the institution)

… control (punitive/rewarding process of quality assurance)

A mixture of all the above-mentioned




Council Recommendation (EC) No 561/98 of 24 September 1998 on European cooperation in quality assurance in higher education:

The systems of quality assessment and quality assurance must be based on the following principles:

Autonomy and independence of the bodies responsible for quality assessment and quality assurance

Relating evaluation procedures to the way institutions see themselves

Internal (self-reflective) and external (experts' appraisals) assessment

Involvement of all the players (teaching staff, administrators, students, alumni, social partners, professional associations, inclusion of foreign experts)

Publication of evaluation reports

Council Recommendation (EC) No 561/98 of 24 September 1998 on European cooperation in quality assurance in higher education:

The systems of quality assessment and quality assurance must be based on the following principles:

Autonomy and independence of the bodies responsible for quality assessment and quality assurance

Relating evaluation procedures to the way institutions see themselves

Internal (self-reflective) and external (experts' appraisals) assessment

Involvement of all the players (teaching staff, administrators, students, alumni, social partners, professional associations, inclusion of foreign experts)

Publication of evaluation reports




THE EUROPEAN HIGHER EDUCATION AREA. The Bologna Declaration of 19 June 1999

Promotion of European co-operation in quality assurance with a view to developing comparable criteria and methodologies.

REALISING THE EUROPEAN HIGHER EDUCATION AREA. Communiqué of the Conference of Ministers responsible for Higher Education in Berlin on 19 September 2003

The quality of higher education has proven to be at the heart of the setting up of a European Higher Education Area.

…the primary responsibility for quality assurance in higher education lies with each institution itself ...

COM(2004) 642 final. recommendation of the Council and of the European Parliament on further European cooperation in quality assurance in higher education

Internal quality assurance mechanisms Code of Principles for European quality assurance

THE EUROPEAN HIGHER EDUCATION AREA. The Bologna Declaration of 19 June 1999

Promotion of European co-operation in quality assurance with a view to developing comparable criteria and methodologies.

REALISING THE EUROPEAN HIGHER EDUCATION AREA. Communiqué of the Conference of Ministers responsible for Higher Education in Berlin on 19 September 2003

The quality of higher education has proven to be at the heart of the setting up of a European Higher Education Area.

…the primary responsibility for quality assurance in higher education lies with each institution itself ...

COM(2004) 642 final. recommendation of the Council and of the European Parliament on further European cooperation in quality assurance in higher education

Internal quality assurance mechanisms Code of Principles for European quality assurance




STANDARDS AND GUIDELINES FOR QUALITY ASSURANCE IN THE EUROPEAN HIGHER EDUCATION AREA. European Association for Quality Assurance in Higher Education (ENQA), February 2005, Helsinki

THE EUROPEAN HIGHER EDUCATION AREA - ACHIEVING THE GOALS. Communiqué of the Conference of European Ministers Responsible for Higher Education, Bergen, 19-20 May 2005

TUNING EDUCATIONAL STRUCTURES IN EUROPE

Tuning was born in the University world and it is based on the awareness that it is the Universities and University staff who, with the students and the other ‘stakeholders’, have the real responsibility for Quality in higher education

Action Lines: Line 5: Quality in the design and delivery of study programmes

Tuning approach to Quality: Final Report. Pilot Project – Phase 2

STANDARDS AND GUIDELINES FOR QUALITY ASSURANCE IN THE EUROPEAN HIGHER EDUCATION AREA. European Association for Quality Assurance in Higher Education (ENQA), February 2005, Helsinki

THE EUROPEAN HIGHER EDUCATION AREA - ACHIEVING THE GOALS. Communiqué of the Conference of European Ministers Responsible for Higher Education, Bergen, 19-20 May 2005

TUNING EDUCATIONAL STRUCTURES IN EUROPE

Tuning was born in the University world and it is based on the awareness that it is the Universities and University staff who, with the students and the other ‘stakeholders’, have the real responsibility for Quality in higher education

Action Lines: Line 5: Quality in the design and delivery of study programmes

Tuning approach to Quality: Final Report. Pilot Project – Phase 2




ENQA, the European Association for Quality Assurance in Higher Education

http://www.enqa.eu/

AustriaBelgiumCyprusCzech RepublicDenmarkEstoniaFinlandFranceGermanyHungaryIrelandItalyLatviaThe NetherlandsNorwayPortugalSlovak RepublicSpainSwedenUKRussia

ENQA, the European Association for Quality Assurance in Higher Education

http://www.enqa.eu/

AustriaBelgiumCyprusCzech RepublicDenmarkEstoniaFinlandFranceGermanyHungaryIrelandItalyLatviaThe NetherlandsNorwayPortugalSlovak RepublicSpainSwedenUKRussia

LEFIS Workgroup 5: Quality WG5 ReportLEFIS Workgroup 5: Quality WG5 Report


AGENDA







Teaching in the field of Computers and Law

RESOLUTION (73) 23 on harmonisation measures in the field of legal data processing in the member states of the Council of Europe

Considering that it will become more and more usual for legal data, both national and international, to be stored and processed by computer;

A. Recommends to governments of member States:

(i) Research and training

1. that they support research and development in the field of electronic processing of legal data, bearing in mind the need for international co-operation in this field;

2. that they similarly support and encourage education and training in legal data processing;

3. that they see to it that persons concerned with legal data processing, including lawyers and computer specialists, are enabled to acquaint themselves with different working methods and new problems by making study visits or otherwise widening their experience in other States;

RESOLUTION (73) 23 on harmonisation measures in the field of legal data processing in the member states of the Council of Europe

Considering that it will become more and more usual for legal data, both national and international, to be stored and processed by computer;

A. Recommends to governments of member States:

(i) Research and training

1. that they support research and development in the field of electronic processing of legal data, bearing in mind the need for international co-operation in this field;

2. that they similarly support and encourage education and training in legal data processing;

3. that they see to it that persons concerned with legal data processing, including lawyers and computer specialists, are enabled to acquaint themselves with different working methods and new problems by making study visits or otherwise widening their experience in other States;

LEFIS Workgroup 5: Quality WG5 ReportLEFIS Workgroup 5: Quality WG5 Report



RECOMMENDATION No. R (80) 3 of the Committee of Ministers to member states concerning teaching, research and training in the field of "computers and law"

Considering the increasing number of ways in which computers are used in modern society and the legal implications thereof;

…that the development of legal data processing contributes to a more effective organisation of state institutions and, in particular, of the administration of justice;

… that legal education should acquaint lawyers with this new field;

A. Recommends the governments of member states to:

I. draw the attention of the competent authorities to the growing importance of the subject "computers and law" and to the need to develop at university level teaching based on the suggested syllabus annexed to the present recommendation and optional programmes of specialised studies in this field;

II. encourage and support scientific research in the field of computers and law;

III. invite the appropriate bodies, and particularly those responsible for permanent education, to organise training courses for professional lawyers and to recognise any professional qualifications thus obtained;

IV. encourage the competent authorities, where appropriate, to take into account periods of studies carried out abroad in this field as part of the studies required for the granting of degrees and diplomas and to promote international exchanges of students.


Considering the increasing number of ways in which computers are used in modern society and the legal implications thereof;

…that the development of legal data processing contributes to a more effective organisation of state institutions and, in particular, of the administration of justice;

… that legal education should acquaint lawyers with this new field;

A. Recommends the governments of member states to:

I. draw the attention of the competent authorities to the growing importance of the subject "computers and law" and to the need to develop at university level teaching based on the suggested syllabus annexed to the present recommendation and optional programmes of specialised studies in this field;

II. encourage and support scientific research in the field of computers and law;

III. invite the appropriate bodies, and particularly those responsible for permanent education, to organise training courses for professional lawyers and to recognise any professional qualifications thus obtained;

IV. encourage the competent authorities, where appropriate, to take into account periods of studies carried out abroad in this field as part of the studies required for the granting of degrees and diplomas and to promote international exchanges of students.





Suggested syllabus for an introductory course of "computers and law" I.

I. Introduction: "computers and law" as a new problem area; the computer considered as a tool for the lawyer and as a subject of law.

II. Technology and methodology, comprising matters such as:- fundamentals of data processing,- components of computer systems (hardware and software),- working methods: organisation of systems and data, system design and planning.

III. Applications of computers in the legal field, comprising matters such as:- document management and retrieval of documents,- administrative systems (court administration, criminal justice systems, land registration, etc.),- planning systems (in public administration, in legislation),- assessment of implications (impact on legal research, procedures and institutions).

IV. Normative problems related to the use of computers, comprising matters such as:- privacy,- confidentiality, reliability, security,- data banks and data communication.


Suggested syllabus for an introductory course of "computers and law" I.

I. Introduction: "computers and law" as a new problem area; the computer considered as a tool for the lawyer and as a subject of law.

II. Technology and methodology, comprising matters such as:- fundamentals of data processing,- components of computer systems (hardware and software),- working methods: organisation of systems and data, system design and planning.

III. Applications of computers in the legal field, comprising matters such as:- document management and retrieval of documents,- administrative systems (court administration, criminal justice systems, land registration, etc.),- planning systems (in public administration, in legislation),- assessment of implications (impact on legal research, procedures and institutions).

IV. Normative problems related to the use of computers, comprising matters such as:- privacy,- confidentiality, reliability, security,- data banks and data communication.




RECOMMENDATION No. R (92) 15 of the Committee of Ministers to member states concerning teaching, research and training in the field of law and information technology

Considering the increasing number of ways in which information technology affects society, and the need for the law to adopt new strategies and perspectives to meet the legal implications thereof;

… that the development of information technology provides a new working environment for the lawyer, and contributes towards changes in business practices and public administration, including a more efficient administration of justice;

… that legal education should acquaint lawyers with these rapidly changing legal issues and working environments,

Recommends the governments of member states to:

1. encourage and support the introduction and further development at university level of teaching and training programmes based on the elements and standards annexed to the present recommendation;

2. encourage and support research in the field of law and information technology; 3. draw the attention of the competent authorities to the importance of creating one or more national academic

resource centres specialising in matters of law and information technology; 5. invite the appropriate bodies, and particularly those responsible for permanent education, to organise training

courses for legal professionals and to recognise any professional qualifications thus obtained;


Considering the increasing number of ways in which information technology affects society, and the need for the law to adopt new strategies and perspectives to meet the legal implications thereof;

… that the development of information technology provides a new working environment for the lawyer, and contributes towards changes in business practices and public administration, including a more efficient administration of justice;

… that legal education should acquaint lawyers with these rapidly changing legal issues and working environments,

Recommends the governments of member states to:

1. encourage and support the introduction and further development at university level of teaching and training programmes based on the elements and standards annexed to the present recommendation;

2. encourage and support research in the field of law and information technology; 3. draw the attention of the competent authorities to the importance of creating one or more national academic

resource centres specialising in matters of law and information technology; 5. invite the appropriate bodies, and particularly those responsible for permanent education, to organise training

courses for legal professionals and to recognise any professional qualifications thus obtained;





Suggested elements of a study programme in law and information technology

I. A presentation of information technology as it is related to law, in particular the interaction of law and information technology reflected in, for example, needs for new legal concepts, standards, procedures, law-making strategies and system design and planning.

II. The computer as a personal working tool for the law student and for the legal professional, comprising matters such as personal computing, telecommunications, expert systems, data bases and working methods, for example organisation of systems and data.

III. Applications of information technology in the legal sector comprising matters such as: legal information storage and retrieval; administrative systems (for example court administration, criminal justice systems, land registration); decision support systems in public administration and law-making; electronic data interchange in trade, administration and transport; electronic funds transfer for banking and financial transactions.

IV. Legal issues related to the above applications and to other applications of information technology, such as: vulnerability and security, computer-related crime; data protection; regulation of telecommunications and the information market; automation of public administration; freedom of information; contracts, intellectual property rights.


Suggested elements of a study programme in law and information technology

I. A presentation of information technology as it is related to law, in particular the interaction of law and information technology reflected in, for example, needs for new legal concepts, standards, procedures, law-making strategies and system design and planning.

II. The computer as a personal working tool for the law student and for the legal professional, comprising matters such as personal computing, telecommunications, expert systems, data bases and working methods, for example organisation of systems and data.

III. Applications of information technology in the legal sector comprising matters such as: legal information storage and retrieval; administrative systems (for example court administration, criminal justice systems, land registration); decision support systems in public administration and law-making; electronic data interchange in trade, administration and transport; electronic funds transfer for banking and financial transactions.

IV. Legal issues related to the above applications and to other applications of information technology, such as: vulnerability and security, computer-related crime; data protection; regulation of telecommunications and the information market; automation of public administration; freedom of information; contracts, intellectual property rights.



lefis workgroup 5: quality quality in high education teaching european union resolutions and...

Documents

quality of higher education

quality slide

european higher education

systems of quality assessment

higher education enqa

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