Associated Reports

This guide was created as a part of the Effective involvement of stakeholders in external quality assurance activities (ESQA) project and it aims to provide guidelines primarily to the QA agencies and national authorities in the EHEA, to strengthen dialogue and co-operation with stakeholders, as well as for their effective involvement in QA processes. The guidelines mainly address the stakeholders’ involvement at the level of external QA activities, aiming to find ways to deepen and make their involvement more effective in the EHEA member countries, according to the Standards and Guidelines for Quality Assurance in the EHEA (ESG 2015).

ENQA, along with the European Students' Union (ESU) and the European Association of Institutions in Higher Education (EURASHE), published a "Study on stakeholder involvement in external quality assurance" as a part of the Effective involvement of stakeholders in external quality assurance activities (ESQA) project.

This framework for quality assurance, designed within the TeSLA project, is designed to accommodate the specific characteristics of e-learning and e-assessment in particular, with the main objective of improving and enhancing educational standards in the various different forms of e-assessment. It is applicable to all online and blended learning environments that include e-assessment, with the ESG functioning as the core document for the framework.

The present Recommendations are the result of the project “LIREQA: Linking Academic Recognition and Quality Assurance” co-financed by the Erasmus+ Programme of the European Union, actions aimed at support for policy reform initiatives.

The European Union and African Union Commissions are pleased to announce the publication of the African Standards and Guidelines for Quality Assurance (ASG-QA),  under the 'Harmonisation of African Higher Education Quality Assurance and Accreditation (HAQAA)' Initiative, implemented by a consortium consisting of the University of Barcelona (Coordinator), the Association of African Universities (AAU), the European Association for Quality Assurance in Higher Education (ENQA), the European University Association (EUA) and the DAAD.

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