References – Quality Assurance

The European Association for Quality Assurance in Higher Education (ENQA) was established in 2000 to promote European cooperation in quality assurance (QA) in higher education. Initially known as the European Network for Quality Assurance, it was transformed into an association in 2004 while maintaining the acronym ENQA.

ENQA plays a key role in shaping quality assurance policies and practices across the European Higher Education Area (EHEA) and serves as a central network for QA agencies. ENQA’s role is threefold:

1 - Representation
ENQA advocates for its members at the European and international levels, particularly in policy discussions and collaborations with stakeholders.
 

2 - Development of QA Systems
Functions as a think tank to develop and refine QA processes and policies within the EHEA.
 

3 - Information Sharing and Expertise Exchange
Provides a platform for knowledge-sharing, organizing conferences, workshops, and transnational projects related to QA.
ENQA is a membership-based association with:

• 53 full members
• 3 candidate members
• 57 affiliate organizations from 45 Bologna signatory countries (as of 2018).

Full members must meet the Standards and Guidelines for Quality Assurance in the EHEA (ESG). Affiliate status is available to QA organizations that do not meet full membership criteria but are engaged in QA activities.
 

ENQA’s Key Activities:

• Conferences, workshops, and seminars – Facilitates QA discussions across Europe.
• Publications – Produces policy papers, research reports, and occasional papers on QA developments.
• Transnational QA projects – Works with institutions to enhance QA systems and implement best practices.
• Stakeholder collaboration – Engages with higher education institutions, students, public authorities, and employers to improve quality assurance.

Reference: European Association for Quality Assurance in Higher Education. (2013). ENQA in a nutshell. ENQA. Accessible at https://www.enqa.eu/wp-content/uploads/2013/02/ENQA-in-a-nutshell_full-background1.pdf.

Download the document

This document, published by ENQA, ESU, EUA, and EURASHE, outlines the Standards and Guidelines for Quality Assurance in the European Higher Education Area (EHEA). It serves as a foundational framework for internal and external quality assurance in European higher education institutions (HEIs), ensuring transparency, accountability, and continuous improvement.

ESG does not prescribe quality standards but provides a reference framework for quality assurance in higher education. The framework applies to:

• Internal quality assurance (within institutions)
• External quality assurance (national and international agencies)
• Quality assurance agencies themselves

ESG aligns with Bologna Process tools like ECTS (European Credit Transfer System) and national qualifications frameworks. Purpose of the ESG:

• Create a common framework for quality assurance systems.
• Improve trust and facilitate recognition of qualifications across Europe.
• Promote a quality culture within institutions and ensure transparency.
• Support student-centred learning and institutional autonomy

Standards for Internal Quality Assurance

• Quality assurance policy: Institutions should have a publicly available QA policy embedded in their strategic management.
• Programme design and approval: Programmes must be aligned with learning outcomes and national/international frameworks.
• Student-centred learning, teaching, and assessment: Flexible, interactive learning approaches should be implemented. Assessment must be transparent, fair, and aligned with intended learning outcomes.
• Student admission, progression, and recognition: Fair and transparent processes must be in place for admissions and academic recognition.
• Teaching staff: Institutions must ensure the competency of academic staff and provide opportunities for professional development.
• Learning resources and student support: Adequate funding, infrastructure, and academic support services must be available.
• Information management: Data on student demographics, performance, and satisfaction must be collected and analysed.
• Public information: HEIs must provide clear, accurate, and accessible information about their programs, policies, and outcomes.
• Monitoring and periodic review of programs: Institutions must conduct regular reviews to ensure that programs remain relevant.
• Cyclical external quality assurance: HEIs should undergo external quality assurance reviews regularly.

Standards for External Quality Assurance
External quality assurance mechanisms evaluate institutions' internal QA systems. Key aspects include:

• Link to internal QA: External reviews must assess how well institutions implement internal QA measures.
• Fit-for-purpose methodologies: QA processes should be designed for efficiency and stakeholder involvement.
• Implementation and consistency: External QA must include self-assessment, site visits, reporting, and follow-ups.
• Peer-review experts: External reviews should be conducted by independent experts, including students.
• Transparency in decision-making: All QA outcomes must be based on clear, publicly available criteria.
• Public reporting: Full QA reports must be accessible to stakeholders.
• Appeals and complaints procedures: Institutions must have a mechanism to challenge QA decisions.

Standards for Quality Assurance Agencies

Quality assurance agencies must adhere to high professional and ethical standards. Key principles include:

• Independence: QA agencies must operate without external influence from governments or institutions.
• Legitimacy and recognition: Agencies should be formally recognized and legally established.
• Transparency and accountability: Agencies should publish detailed reports on their QA activities.
• Sufficient resources: Agencies must have adequate funding and expertise to function effectively.
• Regular external review: QA agencies must undergo external evaluations every five years.

Reference: ENQA, ESU, EUA, EURASHE, EI, BUSINESSEUROPE, & EQAR. (2015). Standards and guidelines for quality assurance in the European Higher Education Area (ESG). Brussels, Belgium. Accessible at https://www.enqa.eu/esg-standards-and-guidelines-for-quality-assurance-in-the-european-higher-education-area/.

Download the document

This document commemorates the 10th anniversary of ENAEE (European Network for Accreditation of Engineering Education) and traces the evolution of the EUR-ACE accreditation system for engineering education. It highlights key milestones, the role of quality assurance, and future challenges in accrediting engineering programs in Europe and beyond.

ENAEE was founded in 2006 as an umbrella organization for engineering accreditation agencies.

The initiative emerged from the Bologna Process, which aimed to create a unified European Higher Education Area (EHEA).

The European Commission and various professional organizations recognized the need for a standardized engineering education accreditation system.
 

Development of the EUR-ACE Accreditation System (2004–2008)

The EUR-ACE label was established as a quality mark for engineering degrees across Europe.

ENAEE coordinated the development of common accreditation standards that align with:

• The Bologna Process (degree structures, ECTS credits).

• The European Qualifications Framework (EQF).

• The Standards and Guidelines for Quality Assurance in the EHEA (ESG).

First EUR-ACE Standards and Guidelines were published in 2005.

The first authorized accreditation agencies began awarding EUR-ACE labels in 2006.

The EUR-ACE-IMPLEMENTATION project (2006–2008) helped establish accreditation processes in multiple countries.

The EUR-ACE system expanded beyond Western Europe to include Eastern Europe, Russia, and Turkey.
In 2016, over 2,500 engineering programs in 30+ countries were accredited with the EUR-ACE label.

Ongoing challenges include:

Adapting accreditation to new fields of engineering (AI, sustainability, etc.).

Ensuring that accreditation supports lifelong learning and micro-credentials.

Strengthening the international recognition of EUR-ACE outside Europe.

Reference: European Network for Accreditation of Engineering Education. (2017). ENAEE 10th Anniversary E-Book. ENAEE. Accessible at https://www.enaee.eu/wp-content/uploads/2018/11/ENAEE-10th-Anniversary-E-Book-single-page.pdf.

Download the document

This document, published by ENAEE (European Network for Accreditation of Engineering Education), outlines the standards and guidelines for accrediting engineering education programs in the European Higher Education Area (EHEA). The EUR-ACE label serves as a quality mark for engineering degrees, ensuring consistency in education standards across Europe.

The EUR-ACE label is awarded to accredited engineering programs to promote quality, mobility, and recognition of qualifications.

ENAEE authorizes national accreditation agencies to grant the EUR-ACE label, ensuring that accredited programs meet European and global industry standards.

The framework is continuously updated to reflect advancements in engineering education, technological innovation, and societal needs.

Since 2006, more than 3,811 programs in 680+ universities across 30 countries have received the EUR-ACE label.

The standards align with the Bologna Process, EHEA Qualifications Framework (QF-EHEA), and European Qualifications Framework (EQF).
 

Standards and Guidelines for Accreditation of Engineering Programs:

The EUR-ACE standards define minimum educational requirements for engineering programs at the Bachelor’s (First Cycle) and Master’s (Second Cycle) levels.

Student Workload Requirements

Bachelor’s Degrees: Minimum 180 ECTS credits, with some programs requiring 210 or 240 ECTS.

Master’s Degrees: Minimum 90 ECTS credits, but some require 120 ECTS.

Integrated Master’s Programs: Typically 270–300 ECTS credits (no intermediate Bachelor’s degree awarded).

Program Outcomes Framework

Engineering graduates must demonstrate competencies in the following eight learning areas:

Knowledge and Understanding – Mastery of mathematical, scientific, and engineering fundamentals.

Engineering Analysis – Ability to analyze complex engineering systems and apply computational/experimental methods.

Engineering Design – Capability to design products, processes, and systems considering technical and societal constraints.

Investigations – Ability to conduct research, simulations, and experimental studies.

Engineering Practice – Practical experience with engineering tools, materials, and safety standards.

Making Judgments – Ethical and responsible decision-making in engineering projects.

Communication and Teamwork – Effective collaboration, leadership, and technical reporting skills.

Lifelong Learning – Commitment to professional development and adaptation to new technologies.
 

Program Management Standards

Accredited engineering programs must demonstrate strong governance and continuous improvement mechanisms:

A. Teaching and Learning Process

Programs must adopt student-centered learning approaches.

Learning outcomes should align with industry needs and professional expectations.

B. Resources and Infrastructure

Institutions must have qualified faculty, modern laboratories, and sufficient funding.

Student support services, such as career guidance and tutoring, should be available.

C. Admission, Progression, and Graduation
Clear criteria must be established for student admission, academic progression, and degree awarding.

Programs must track student performance and dropout rates to ensure quality.

D. Internal Quality Assurance

Regular self-assessments, student feedback, and employer input should guide program improvements.

Programs must be transparent and publicly disclose key performance metrics.

Reference: European Network for Accreditation of Engineering Education. (2021). EUR-ACE Framework Standards and Guidelines. ENAEE. Accessible at https://www.enaee.eu/wp-content/uploads/2022/03/EAFSG-04112021-English-1-1.pdf.

Download the document

This document outlines the process, purpose, and methodology for ENQA Agency Reviews, which evaluate quality assurance agencies in the EHEA. The guidelines establish standards, review processes, and compliance measures for agencies seeking ENQA membership and registration in the European Quality Assurance Register (EQAR).

Purpose and Scope of ENQA Agency Reviews

• Primary Aim: To assess compliance of QA agencies with the Standards and Guidelines for Quality Assurance in the EHEA (ESG).
• Eligibility: QA agencies must undergo an external ENQA review every five years.
• Scope: The review applies to all external QA activities, whether within or outside the agency’s home country.
   

ENQA reviews follow a structured four-phase process:

1. Self-Assessment Report (SAR)
The agency under review submits a Self-Assessment Report (SAR), detailing:

• Its mission, governance, and QA procedures.
• Compliance with ESG standards.
• Improvements made since the previous review.
   

2. External Review

• A review panel of independent experts evaluates the agency.
• The site visit includes interviews with agency staff, higher education institutions, students, and policymakers.
   

3. Review Report and Compliance Judgment

The External Review Report (ERR) assesses the agency’s compliance with ESG:

• Compliant: Fully aligns with ESG.
• Partially compliant: Some gaps exist.
• Non-compliant: Fails to meet ESG standards.

4. Follow-Up and Continuous Improvement

Agencies submit a progress report within two years, demonstrating actions taken on review recommendations.

Key Principles of ENQA Agency Reviews:

• Independence – External reviews are conducted by unbiased experts.
• Transparency – The full review process and findings are publicly available.
• Stakeholder involvement – Reviews involve students, institutions, and regulators.
• Development-oriented – The process encourages continuous QA improvement.