Associated Reports

This policy leaflet, as part of the EQUIP project, presents the key messages and recommendations on the role of quality assurance in improving higher education in the European Higher Education Area for public authorities. It is intended to feed into discussions at the 2018 Bologna Process Ministerial Meeting.

This publication constitutes one of the main outcomes of the EQUIP project, and tries to highlight changes to be made in quality assurance at various levels and implementation challenges. The study contains also examples of concreate cases that overcame some of those challenges. Moreover, it puts forward European-level policy recommendations to feed into the discussions leading up to the 2018 EHEA Ministerial Conference and to upcoming initiatives from the European Union.

ENQA, ESU, EUA, EURASHE and EQAR set up an ad-hoc working group to develop a document that would guide stakeholders engaging in cross-border QA. This document presents the results of the group’s work, which has drawn on prior experience in the topic and consultations with various stakeholders. This document is not intended as a prescriptive manual for cross-border QA, but it aims to provide information and support to higher education institutions and QA agencies that engage in or consider engaging in cross-border QA activities within the EHEA. In doing so, it may also be a useful reference for governments to review and adapt their legal frameworks to allow for the use of cross-border QA with a suitable EQAR-registered agency for fulfilling the requirements of national mandatory QA.

The Handbook for Internal Quality Management in Competence-Based Higher Education includes a procedure designed to help institutions reflect on the best way to implement an internal quality management system suited specifically to competence-based learning and teaching through a comprehensive approach which addresses different elements of a competence-based teaching and learning process such as curriculum, teaching and assessment methods, and students' learning strategies.

This paper provides an overview of the changes in the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) as they were adopted by the Ministers responsible for higher education in 2015 in Yerevan compared to the ESG first published in 2005, including an outline of the changes in the context, scope, purposes and principles; a description of changes in the wording of the standards; and an analysis of the content of the related guidelines. The EQUIP project is an EU-funded project by EURASHE, ENQA, EUA, ESU, EI, EQAR, UiO, CCISP

AQU Catalunya has published the results of the survey ”How new study programmes are assessed and recognised in the European Higher Education Area”. The report was published on 21 May 2007. AQU Catalunya carried out an analysis of assessment mechanisms being implemented in Europe to assure the quality of university programmes. The questionnaire was send to Full and Candidates members of ENQA. AQU Catalunya received 27 answers, that represent 20 countries.

The first European Forum for Quality Assurance, funded by the Socrates Programme and co-organised by ENQA, ESU, EUA and EURASHE in November 2006, provided an opportunity for the QA and HE communities and stakeholders to discuss internal quality processes in the context of current higher education trends and policy developments.

A working group on the Quality Assurance of Student Assessment was established, on an informal basis, in 2007 and thus the working group's report has been published.

The final publication, consisting of a selection of papers presented at the 3rd European Quality Assurance Forum, has been published.

This project is the outcome of the initial contact that started in 2004 between the ENIC-NARIC (European Network Information Centre – National Academic Recognition Information Centre) network and ENQA (European Association for Quality Assurance in Higher Education). The interests the two organisations have with regard to the recognition of evaluation or accreditation decisions for ENQA and the recognition of qualifications for the ENIC-NARIC were the starting point for reflection on possible complementary activities with regards to the mobility of students and holders of a diploma.