ABSTRACT
This chapter discusses the type of problems that appear during evaluations of educational activities, and about the relationship between these problem-types and the subsequent actions to rectify them. Quality improvement and accountability are, in Flanders as elsewhere, the underlying principles of the quality assurance systems in Higher Education. In 1993-1994 a system of periodic internal evaluations of the educational activities was introduced at the University of Leuven. The evaluation is based on the educational goals and quality criteria specified by the curriculum committee that is permanently responsible for educational quality. Strengthening the follow-up of educational evaluations assumes that one knows the strengths and weaknesses of the actual approach. Experience reveals that neither the average permanent educational committees nor the individual staff members are very concerned about the accordance between the predefined and the actual study time. Turning to the human resources frame evolution towards greater emphasis on education certainly exists.
