Abstract
This study aims to analyze and compare the relationship between offer configuration and assessment models for higher education in Brazil, the United States, and the Netherlands. The analysis is derived from original empirical research. The research was documentary in form and analyzed higher education census material from three countries, considering the rules that institute and implement higher educational national assessment systems. Conclusions show that the role of the state, regarding higher education, is similar in Brazil and the United States, where the predominance of offerings are private. In these countries, assessment focuses on regulation of the system—the results of which are used to drive accountability. In the Netherlands, the state is principally responsibility for higher education offerings—accreditation procedures aim to improve and maintain the quality of the higher education system.
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Notes
- 1.
In this chapter, the public offer model is that which is maintained and financed by the state. The private offer model, however, refers to those of private initiatives or by means of tuition, even if they receives subsidies from the state through scholarships, student financing, or fiscal waivers.
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Nogueira, D.X.P., de Almeida Santos, C., de Jesus, G.R. (2019). Assessment of Higher Education in Brazil, the United States, and the Netherlands: Enhancing Quality or a Regulation Instrument?. In: de Albuquerque Moreira, A., Paul, JJ., Bagnall, N. (eds) Intercultural Studies in Higher Education. Intercultural Studies in Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-15758-6_10
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