Since 2004, the quality of Higher Education in French-speaking Belgium is assessed by the Agency for Quality Assurance in Higher Education (AEQES). Towards this end, each establishment whose academic programmes are reviewed is required to undertake a self-assessment on the basis of a framework listing the aspects to be taken into account. Following an update in 2013, this framework now includes an aspect that formerly did not receive special attention: equity. By introducing El elemento de la equidad dentro del marco para la evaluación de la calidad en la Educación Superior: Desarrollando indicadores para identificar alumnado con elevado riesgo de fracaso universitario, una mirada a la mejora de la igualdad de oportunidades de éxito.
Stéphanie Malaise Nathanaël Friant Marc Demeuse
Université de Mons, Belgique
ResumenDesde 2004, la calidad de la Educación Superior en la Bélgica francófona es evaluada por la Agency for Quality Assurance in Higher Education (AEQES). Con este fin, los programas académicos propuestos por las facultades deben ser autoevaluados sobre un marco de criterios establecidos por dicha autoridad, encargada de su evaluación. Tras una actualización en 2013, este marco incorpora un aspecto que no había sido contemplado en la versión 120 The equity aspect within the framework of the assessment of the quality of Higher Education REDU. Revista de Docencia Universitaria, agosto 2014, 12 (2), 119-141 this aspect in its reference framework, AEQES points to the need for universities not only to turn out graduates with relevant skills but also to ensure that all students enjoy equal opportunities to gain a qualification. However, no target group is identified in the framework, so that each establishment must decide on its own which students or groups of students should receive special attention. Against this background, a joint study by three French-speaking Belgian universities (Demeuse et al., 2013) aims to provide guidance for these assessments. The study makes it possible to identify the most "vulnerable" students by testing indicators of relevance within the framework of differentiated financing for higher education in French-speaking Belgium. The authors first of all define the concepts "quality" and "equity", and then move on to present indicators for identifying students with a higher risk of academic failure in higher education. An analysis of the performance of university undergraduates -in terms of success or failure -makes it possible to quantify the impact of different variables.Key words: Equity, Quality, Evaluation, Higher Education.anterior: la equidad. Con la introducción de este aspecto, la AEQES apunta la necesidad de que las universidades no solo formen a graduados sobre la base de alcanzar las competencias, sino también han de asegurar que todo el alumnado disfrute de las mismas oportunidades de aprendizaje. Sin embargo, este marco no identifica a ningún grupo-objetivo, por lo que cada facultad debe decidir por sí misma qué alumno/a o grupo de alumnado estaría en condiciones ...
