This article is a commentary to Victoria Kis’s publication entitled Quality Assurance in Tertiary Education: Current Practices in OECD Countries and a Literature Review on Potential Effects (‘Tertiary Review’, August 2005). The author recalls the key stages of the Bologna process and describes her position on the following issues covered in the aforementioned publication: (1) quality of education - possible interpretation; (2) evaluation and assessment; (3) accountability of a university vs. quality improvement - together or separate?; (4) the role of performance indicators, qualitative and quantitative evaluation; (5) external and internal evaluation; (6) evaluation vs. funding; (7) education quality criteria; (8) joint vs. separate system of evaluating the quality of education and quality of research at the university.
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