Contexts












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            The system for the assurance and evaluation of education at Charles University (CU) is bas

            contexts – the international context, the context of Czech legislation and thew specific i
            context of CU.




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            * International context
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            In the international context, the quality system for education at CU must be understood in
            to general concepts for quality assurance and quality enhancement and a quality culture, w
            cultivated in line with European standards on a long-term basis. To be more precise, the s

            is naturally based on fundamental principles for quality assurance as laid down in the Eur
            and Guidelines for Quality Assurance in the European Higher Education Area (ESG 2015). In 
            it should also be noted that CU also draws on the practice and experience of many foreign 

            chiefly its partner universities within the 4EU+ alliance.




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            * National context

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            This system should also be viewed in the context of the Czech legislative environment, and
            the institutional accreditation introduced in the amendment to the Higher Education Act in

            2018 Charles University became the first Czech university to be granted such accred-itatio
            Accreditation Bureau (NAB). The Higher Education Act and its related regulations then set 
            framework of rules within which Czech higher education operates.





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            * Institutional context
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            Ultimately, however, we cannot omit the institutional context, which incorporates the CU e
            consisting of the seventeen faculties and the other units and bodies of the University. CU
            specific type of institution, one that is built on unity in the diversity that makes up th

            whole, and from which it draws its potential.

            The responsibility associated with institutional accreditation was a major impulse for CU 

            elaborate its existing internal evaluation system. This was also associated with key insti
            the most significant of which was the inception of the Internal Evaluation Board [ URL "ht
            UKEN-752.html"] . The Internal Evaluation Board was constituted in such a way as to allow 

            degree programmes across the whole of the University while taking account of the diverse s
            of subject areas. At the same time, this required the establishment of the corresponding a
            support system at Rector's Office level, where these activities are the responsibility of 

            for the Quality of Education and Accreditation. In addition to this, at all faculties the 
            faculty coordinator for the Quality of Education was introduced to support the system at f


            All of this serves as the basis for the two main processes for the assurance and developme
            quality of education. The first of these is the accreditation process, which consists of t
            and approval of degree programmes based on applications for the granting or re-granting of

            realise such programmes through institutional accreditation, or the approval and assessmen
            programmes submitted for assessment to the National Accreditation Bureau. The second proce
            evaluation process, to which all previously approved programmes are subject and which focu

            and assessing the means by which those programmes are realised.

            In other words, the system presented is the result of efforts to place the internationally

            principles and practice for quality assurance, on the one hand, into the context of Czech 
            defined chiefly by the Higher Education Act and the institutional accreditation concept co
            it, and on the other hand, into the specific institutional environment of Charles Universi

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