Benvenuti nel portale della RUIAP (Rete Universitaria Italiano per l'Apprendimento Permanente).
La RUIAP è la rete che riunisce circa 30 università italiane impegnate nella promozione dell'apprendimento permanente, di livello universitario (University LifeLong Learning). La RUIAP aderisce alla rete europea EUCEN delle università per il lifelong learning. Brochure informativa RUIAP 2012.
Presentazione
Le Università italiane aderenti alla RUIAP - Rete Universitaria Italiana per l’Apprendimento Permanente intendono promuovere lo sviluppo dell’apprendimento permanente negli Atenei italiani, quale contributo attivo alla società della conoscenza, per la valorizzazione della persona e la crescita del sistema economico e sociale del Paese.
Le università aderenti alla Rete si rifanno ai principi della European Universities’ Charter on Lifelong Learning, che individuano lo sviluppo e l’attuazione di strategie per l’Apprendimento Permanente come una ulteriore missione istituzionale delle università, necessaria per affrontare le trasformazioni della società, in sinergia con gli attori presenti nei diversi contesti sociali ed economici.
Ciò comporta tra l’altro: l’innalzamento della qualificazione delle professioni in funzione dell’innovazione, dello sviluppo economico, della competitività internazionale; il perseguimento di politiche di inclusione sociale e il sostegno all’esercizio effettivo dei diritti e dei doveri di cittadinanza da parte di tutta la popolazione.
Le università rientrano tra le istituzioni chiamate a dare una risposta a tali questioni, anche attraverso un arricchimento ed una diversificazione della tradizionale offerta formativa, con la funzione peculiare di offrire percorsi di apprendimento permanente basati su una formazione universitaria ancorata alla ricerca.
L'associazione
La RUIAP, costituita a Genova, il 16 novembre 2011, associa in forma diretta o indiretta (tramite consorzi o strutture universitarie) 29 Atenei italiani e dal maggio 2012 è full member di EUCEN (European Association for University Lifelong Learning). La RUIAP è costituita nella forma di Associazione non riconosciuta e ha in corso le procedure per conseguire la personalità giuridica; prevede tre categorie di aderenti:
a) soci ordinari, cioè istituzioni universitarie, che svolgono attività collegate agli obiettivi della Rete e rilasciano in Italia titoli di alta formazione (a partire dal sesto livello del Quadro Europeo dei Titoli);
b) associati, enti di formazione legalmente riconosciuti, in Italia o all’estero, che svolgono attività coerenti con gli obiettivi della Rete, ma non rilasciano titoli di alta formazione (a partire dal sesto livello del Quadro Europeo dei titoli), organizzazioni di categoria, soggetti e rappresentanti delle parti sociali che svolgono attività coerenti con gli obiettivi della Rete;
c) affiliati, organizzazioni nazionali o internazionali, interessate ai temi dell’apprendimento permanente, e persone esperte in materia.
Gli obiettivi
La Rete si prefigge di conseguire i seguenti obiettivi, indicati nell’articolo 2 dello Statuto:

- favorire lo sviluppo nel Paese della cultura e della pratica dell’Apprendimento permanente, in particolare sollecitando le istituzioni all’adozione di normative adeguate;

- includere nelle strategie istituzionali delle università l’apertura degli accessi e l’apprendimento per tutto l’arco della vita;

- favorire lo sviluppo di un’offerta formativa centrata sulla persona che apprende, adeguata ad una popolazione studentesca diversificata, con programmi di studio disegnati sulle diverse esigenze e in grado di attrarre anche studenti adulti e lavoratori studenti;

- promuovere servizi appropriati di orientamento e di consulenza per tutte le tipologie di studente; e in particolare sviluppare servizi e maturare competenze per favorire il riconoscimento, la convalida e la certificazione, sia in ambito universitario che extra-universitario, degli apprendimenti pregressi (conoscenze e competenze);

- promuovere la ricerca sul tema della formazione e dell’apprendimento permanente, disseminando i risultati nella comunità scientifica e nella società;

- concorrere inoltre alla realizzazione di politiche attive per il lavoro, attraverso la valorizzazione del patrimonio culturale, professionale ed economico dei cittadini e del Paese, anche attraverso la costruzione di reti con gli stakeholders.

Europe has many hundreds of higher education institutions, renowned as centres of excellence around the world. However, higher education systems have traditionally been formulated at the national level. Increasing European integration is changing that, with the development of the European Higher Education Area (EHEA) helping to reinforce the attractiveness of higher education in Europe.
The EHEA is a region with a world-class knowledge base and cutting-edge research facilities in internationally-renowned centres of excellence. This is what attracts hundreds of thousands of foreign students each year to study in Europe.
Increasing mobility and links between national higher education systems serve to reinforce this attraction. Foreign students coming to Europe can see for themselves the amazing diversity available to them (both inside and outside the university), while taking advantage of the smooth transferability of coursework, qualifications and research opportunities.

By Katinka Barysch. Europe's young people are suffering disproportionately in the economic crisis and we must do more to prevent them from becoming 'a lost generation' - says think-tank
Youth unemployment rates in some European Union countries are scandalously high. Many member states are hoping to copy the success of the German apprenticeship system. Although nations should be encouraged to learn from each other, there is no one-size-fits-all solution to the job crisis. And many measures will not bite until growth returns. Unemployment among young people has always been higher than general joblessness but the economic crisis has widened the gap further. According to Eurostat, 22 per cent of 15-24 year-olds in the EU are unemployed. In those countries hardest hit by the crisis, such as Greece and Spain, the rate is 50 per cent.
Such figures are shocking but also somewhat misleading. Just like general unemployment statistics, youth unemployment is measured as the share of job-seeking youngsters in all youngsters who are either working or looking for work. But many young people do neither. Millions are in education. Many have simply given up looking for a job. These groups are not captured in youth unemployment statistics, which pushes up the youth unemployment rate. A more accurate indicator of the youth employment crisis is the NEET concept - the total of young people not in employment, education or training.
Last year, Europe had 7.5 million NEETs aged 15 to 24. Extend the age bracket to 29 and the number swells to 14 million – the equivalent of 15 per cent of all young people in the EU. And NEET rates are highest among the South and East European EU countries and lowest in the Nordics, Germany and the Netherlands. In Greece and Bulgaria, almost a quarter of all under 30s are NEET. In Austria and the Netherlands, it is only 5 to 8 per cent. Read more...

Apprendimento permanente e riconoscimento dell’apprendimento pregresso, Firenze 23 novembre 2012
Campagna di informazione sul Processo di Bologna 2011-2013
Seminario nazionale su
Apprendimento permanente e riconoscimento dell’apprendimento pregresso in collaborazione con la Rete di Università Italiane per l’Apprendimento Permanente (RUIAP)
23 novembre 2012
Università degli Studi di Firenze
Aula Magna - Piazza S. Marco 4

• Programma
• Scaduti i termini di iscrizione 

L'Università di Firenze segnala: Strutture alberghiere in convenzione.
La prossima assemblea della RUIAP si svolgera' presso l' Università degli Studi di Firenze il giorno 22 novembre 2012.
Questo sito, costruito con la collaborazione dell'Agenzia Nazionale LLP/Erasmus costituisce uno degli strumenti adottati dai Promotori di Bologna italiani per la diffusione delle informazioni sul Processo di Bologna nell'ambito del mondo accademico italiano.
Riportiamo in questa prima sezione una breve presentazione del Processo di Bologna e dello Spazio Europeo dell’Istruzione Superiore in generale, che dovrebbe costituire una lettura preliminare per chi intenda accostarsi al tema senza averlo precedentemente approfondito o desideri un documento breve da utilizzare per un'informazione di base all'interno del proprio Ateneo.

Par Antoine Godbert. Limassol (Chypre) - Réunion des 38 directeurs d’agences sous Présidence européenne
Je m’exprime en direct de Limassol où se tient le sommet informel de tous les directeurs d’agences européennes gérant le programme  intégré « Lifelong Learning ».
En discussion: les financements européens, de nouveaux modes de coopération entre agences nationales ainsi que l’extension géographique du programme.
Voir la vidéo.

Cedefop's medium-term skills forecasts have proven very popular. But how does the skills project approach the topic and draw conclusions?   
This publication provides an overview of the methods underpinning the project. Cedefop’s forecast is not intended to replace forecasting efforts in individual countries, but to share the knowledge acquired during the development of different systems and methods, and to highlight the results. This shared knowledge can help to improve the methods used in each country and to resolve outstanding issues.
Cedefop’s forecast can also inspire new forecasting initiatives.
The feedback provided by countries can in turn help make the European forecast even more precise. The more solid the method, the more reliable the results. Download Skills supply and demand in Europe.
Introduction
1.1. Background and rationale
Equipping the labour force with the right skills is one of the key policy focuses of the European Union’s (EU) strategy for smart, sustainable and inclusive growth. Anticipation of skill needs has received more attention in the EU, as illustrated by several policy documents such as the Integrated guidelines for growth and jobs (2008-10) (European Commission, 2007), the Council Resolution on new skills for new jobs, and the Spring 2008 Council Conclusions (Council of the European Union, 2007; 2008), in which the EU Member States asked the European Commission to report on future skills requirements in Europe up to 2020. New skills for new jobs: action now (European Commission, 2010a), a report prepared by an expert group set up by the European Commission, also emphasised the need for a coordinated approach to improve Europe’s capacity to anticipate change. After a wide consultation among stakeholders, the Commission included the New skills and jobs agenda as a flagship initiative in the EU 2020 strategy (European Commission, 2010b).
It is in this context that Cedefop conducts regular, coherent and systematic skill demand and supply forecasts. In 2008, Cedefop released the first pan-European skill needs forecast, i.e. employment projections by sector, occupation and qualification level across Europe up to 2015. In 2009, Cedefop forecast the supply of skills by gender, age group and qualification level. Finally, in 2010 the first parallel forecast of skill supply and demand up to 2020 was presented.
A variety of forecasting methods are used. The accuracy of methods must be tested and compared with available alternatives to increase the quality of results. At the same time statistical authorities publish new data regularly. Finally, forecasting is an ongoing exercise, affected by changing reality, which means it is important to use the most up-to-date information and to reflect trends and changes to achieve the most reliable results.
This publication presents the complex methodological framework used by Cedefop to forecast skills supply and demand and some current attempts to improve it. It does not promote Cedefop’s methodology as the only correct methodology. Moreover, Cedefop’s forecast does not replace those conducted at national level. Instead, this publication presents the problems that we have encountered and the solutions we have adopted to produce a unique pan-European skills supply and demand forecast
1.2. General overview of the methodological framework
Europe’s pan-European forecast of skill needs requires complex methods, relying on long-term research and drawing on the expertise of several high-level European research institutions. The modelling tools have been designed to enable further development and customisation. The general framework consists of methods developed in two pilot studies on Future skills needs in Europe (Cedefop, 2008) and Future skill supply in Europe (Cedefop, 2009). These were combined to produce the first pan-European forecast of skills supply and demand in Europe (Cedefop, 2010). Forecasting is a dynamic process, and important developments took place in 2010 made possible by the modular approach adopted, which enables the different parts of the system to be improved independently. As shown in Figure 1, the model breaks down into different building blocks and into several interrelated components.
Even though the modelling framework has proven to be rather robust, a dialogue must be established with experts from European countries, who are likely to have much greater knowledge of employment trends and data sources within their own countries. By making it easy to incorporate new data and alternative or additional assumptions, the modelling framework provides an opportunity for knowledge and input of experts to be built in efficiently and transparently.
The project involved developing consistent databases and related tools to produce a comprehensive and consistent set of skill projections for all EU Member States plus Norway and Switzerland (EU-27+). The system, models and modules rely upon official data sources, drawing primarily on Eurostat, in particular on Eurostat demographic data, national accounts (NA), the EU labour force survey (EU-LFS), as well as additional data on flows of qualifications. Compilation and harmonisation of the best possible data available for measuring employment was a major achievement of the project. Historically, most countries have invested considerable resources in developing data for their NA. In many respects estimates of employment on this basis are to be preferred as they are consistent with other key economic indicators, such as output and productivity. On the other hand, the EU-LFS has the advantage of providing measures of employment structured by skills (occupation and qualification), as well as by gender and age, which are not available from NA-based estimates.
1.2.1. Supply of skills
The skill supply projections produce consistent pan-European projections broken down by age, gender and formal qualification. The results indicate the future skill supply by highest qualification held as well as by age groups and gender for the population and labour force aged 15 and over. The skill supply projections are compatible with the skills demand projections (when focusing on qualifications).
The historical analysis and projections of overall labour supply by age and gender are provided by an extended version of the existing pan-European macroeconomic model E3ME developed by Cambridge econometrics, which incorporates a new demographic and labour-supply module. E3ME models labour supply as a function of economic activity, real wage rates, unemployment and other benefit rates. At present, the model parameters are estimated for labour market participation in each country by gender and separately for different age groups. This is of key importance for modelling educational participation and attainment since these are known to be gender and age specific. This expanded model framework is then used to create a detailed set of baseline projections for labour supply, disaggregated by country, age groups and gender and covering a 10-15 year period. This model forms a key input for the analysis of the supply of qualifications and provides the link between economic activity and labour market supply. Finally, this link can be used to provide a range of projections of available skills through scenario-based analysis around the baseline forecast, indicating areas that are most sensitive to the economic climate and change.
Modelling and forecasting the supply of qualifications ideally requires a detailed and comprehensive stock-flow model, with behavioural links which can be used to predict the distribution of people in the total population and labour force (employed and unemployed people) by highest qualification held. In practice, this ideal is hard to realise, as a detailed demographic or educational and labour market accounting system is still lacking at EU level.
The methods currently used for modelling forecasts are less ambitious. They range from rather simple models, based on fitting trends of aggregate qualification patterns among the population and/or labour force, to more sophisticated approaches based on econometric analysis of microdata on individuals, mainly using LFS data. All focus on overall stocks rather than flows.
1.2.2. Demand for skills
The demand side involves four main elements or modules. Each module contains its own database and models. The results focus on future demand trends at a pan-European level (EU-27+): by sector (up to 41 industries based on NACE classification); by occupation (up to 27 occupations based on ISCO classification); by qualification (three broad levels based on the ISCED classification); plus replacement demands by occupation and qualification. Together these produce estimates of the numbers of job openings (net employment change plus replacement demand) by skill (as measured by occupation and by qualification). The detailed classifications and aggregations used are provided in Annex 2.
The forecast of employment by economic sector is provided by a module which is based on results from the existing pan-European multisectoral macroeconomic model (E3ME). This model delivers a set of consistent sectoral employment projections, which are transparent in terms of the assumptions made about the main external influences on the various countries (including technological change and the impact of global competition).
E3ME combines the features of an annual short- and medium-term sectoral model, estimated by formal econometric methods, with the detail and some of the methods of the computable general equilibrium models that provide analysis of the movement of the long-term outcomes. It can also be used for dynamic policy simulation and for forecasting and projecting over the medium and long term.
The LFS conducted in all countries provides a source of information for the construction of occupation-industry matrices of employment. These surveys have the advantage of being conducted regularly. They also adopt standardised sets of questions and systems of classification. While there are still some differences among countries, LFS provide a broadly consistent set of data which can be used for producing occupational employment projections within the industries identified in macroeconomic models such as E3ME. The forecasting module designed to calculate changes in employment (expansion demand) by occupation (EDMOD) based on these data works out the implications for occupational employment.
Occupational employment patterns are only one way of measuring skills. An occupational category can be understood as broadly describing a particular job (related tasks, requirements, position, etc.). Qualifications represent the characteristics of people filling these jobs as well as one of the selection criteria for filling a particular job. From the education and training policy and planning point of view, the types of qualifications typically required are important. Even with only weak data for (formal) qualifications, it has been possible to develop the module (QMOD) which allows inferences to be made about implications for qualifications.
In addition to changes in overall occupational employment levels, it is important to consider replacement demand arising from outflows from a job/occupation, such as retirements and deaths, transition to non-employment, net migration and inter-occupational mobility. Estimating replacement demand is not straightforward and is quite sensitive to the data sources used. Ideally, detailed data on labour market outflows and transitions (mainly retirements and occupational mobility) would be required to analyse replacement demand more accurately. However, these are not currently available and therefore this forecast relies on a methodology that is based on stocks of age-cohorts by occupation and qualification, and excludes transitions from one occupation to another.
From the LFS, it is possible to analyse the demographic composition of each occupation. This allows specific rates of retirement to be estimated for each occupational class (but still not taking account of inter-occupational mobility). LFS data can also be used to estimate rates of outflow. The replacement demand model (RDMOD) has been developed on the basis of data sources that are similar to the occupational model (EDMOD). The model is driven in part by the occupational and qualification employment levels projected from EDMOD and QMOD, combined with models and information on the probability of leaving employment owing to retirement or migration and for other reasons (e.g. transition to inactivity).
1.2.3. Comparing skill supply and demand
To provide information on possible labour market imbalances and skill mismatches, a further module (BALMOD) has been added. This module compares the skill demand and skill supply projections (focusing on qualifications) and attempts to reconcile the two.
The possibility to analyse potential skill imbalances in the labour market is important from a policy and individual point of view. Such information can, in conjunction with corresponding demand estimates, shed light on possible future developments in European labour markets, highlighting potential mismatches and thus helping to inform decisions on investments in skills (especially in formal qualifications) made by individuals, organisations and policy-makers.
However, simply comparing current demand and supply projections is problematic for both practical and theoretical reasons. Although the two sets of results are based on common data and are carried out simultaneously, they do not incorporate direct interactions between supply and demand and, therefore, they cannot be directly compared. Cedefop has started to work on modelling interactions between supply and demand, but due to the complexity of the task these interactions might be incorporated only in the medium to long term. There are various other conceptual and methodological issues regarding imbalances that need to be considered to avoid misleading inferences and interpretations.
A final adjustment has been made to the estimates of employment by qualification (demand side) to take account of the labour market accounts residual. This residual measures the difference between employment as measured for the NA estimates (workplace based, jobs) and the corresponding LFS estimates (heads, residence based). Both measures are used in the project (5). The difference between the NA and LFS can be quite significant and needs to be considered, especially when comparing demand and supply.
Differences between skill demand and supply can include:
(a) double jobbing (some people have more than one job) or one full-time job is shared by two or more people;
(b) distinction between residence and workplace (many people do not live in the same country as they work; this is especially significant for some small countries such as Luxembourg);
(c) participants in training and related schemes who are also working in parallel (they may be included in the labour force and in education statistics – double counting);
(d) different definitions of unemployment (e.g. ILO definition versus limited to unemployment beneficiaries);
(e) statistical errors (in measures of employment, unemployment and related indicators, including sampling and measurements errors);
(f) other differences due to the use of different data sources such as treatment of nationals working abroad.

La Commission européenne a approuvé de nouveaux programmes en faveur de l'Égypte destinés à appuyer la création d'emplois pour les travailleurs non qualifiés et à améliorer l'efficacité du système d'enseignement technique et de formation professionnelle afin de mieux répondre à la demande du marché du travail et aux nouveaux besoins socio‑économiques du pays.
La nouvelle aide concernant la création d'emplois fournira des possibilités immédiates d'emploi à court terme à 82 000 personnes dans des petits projets d'infrastructure menés dans les régions les plus pauvres d'Égypte. Ces projets incluront des travaux de construction et la fourniture de services à la communauté. En outre, l'aide de l'UE visera à améliorer les conditions de vie des couches de la population les plus vulnérables.
Le soutien au système d'enseignement technique et de formation professionnelle renforcera les compétences des jeunes afin qu'elles répondent mieux aux attentes du marché du travail, notamment dans le secteur du tourisme. Cette aide devrait bénéficier à deux millions d'élèves dans l'enseignement secondaire technique.
M. Štefan Füle, commissaire européen chargé de l'élargissement et de la politique européenne de voisinage, a déclaré: «Ce nouveau soutien que nous apportons est une réponse directe aux demandes pressantes exprimées par les jeunes Égyptiens lors du printemps arabe l'année dernière et nous sommes soucieux d'aider à proposer de nouvelles possibilités d'emploi aux citoyens égyptiens, ce qui constitue une des principales priorités du nouveau gouvernement.»
L'enveloppe totale allouée aux deux programmes s'élève à 120 millions €, répartis comme suit: 70 millions € pour la création d'emplois et 50 millions € pour la formation professionnelle. Ces programmes s'inscrivent dans l'enveloppe financière globale que l'UE consacre à l'appui à la transition en Égypte et qui sera dévoilée par la task force UE‑Égypte le 14 novembre.
Contexte
Programme de création d'emplois
Le programme de création d'emplois, doté d'un budget de 70 millions €, vise à contribuer à renforcer la cohésion économique et sociale et se compose de trois grands volets: a) des petits sous-projets d'infrastructure à forte intensité de main-d'œuvre, portant par exemple sur la lutte contre la prolifération des végétaux dans les canaux et le curage de ceux‑ci, la protection des rives du Nil, l'amélioration des conditions d'habitat dans les campagnes, le pavement des routes rurales, la réhabilitation d'écoles, b) des sous-projets de fourniture de services à la communauté à forte intensité de main d'œuvre, tels que le ramassage et la gestion des déchets solides, l'éducation préscolaire (crèches) et des services de nutrition et c) l'amélioration de l'employabilité des travailleurs, en mettant l'accent sur l'emploi des jeunes dans les zones tant urbaines que rurales.
Programme d'enseignement technique et de formation professionnelle
Le programme d'enseignement technique et de formation professionnelle, doté d'un budget de 50 millions €, complète la première phase de l'aide de l'UE au système d'enseignement technique et de formation professionnelle en Égypte. Ce nouveau soutien s'articulera autour des trois axes suivants: a) améliorer la gouvernance du système égyptien d'enseignement technique et de formation professionnelle, b) améliorer la pertinence et la qualité de cet enseignement, en particulier dans les lycées techniques et les centres de formation professionnelle, dans plusieurs secteurs économiques, tels que le tourisme et l'agriculture, et c) promouvoir la transition vers l'emploi par l'élaboration de programmes adéquats permettant de répondre aux besoins du marché du travail en améliorant l'employabilité des jeunes et des travailleurs.
Pour de plus amples informations:
Site web de la DG Développement et coopération – EuropeAid: http://ec.europa.eu/.
Site web de M. Štefan Füle, commissaire chargé de l'élargissement et de la politique européenne de voisinage: http://ec.europa.eu/.
Instrument européen de voisinage et de partenariat (IEVP): www.ec.europa.eu/.
Contacts: Peter Stano (+32 2 295 74 84); Anca Paduraru (+32 2 296 64 30).
The European Commission has approved new programmes for Egypt, to support job creation for unskilled workers, and to enhance the efficiency of the Technical and Vocational Education Training (TVET) system to better respond to the demands of the labour market and to the country's new socio-economic needs.
The new support for job creation will provide immediate short term employment opportunities to 82,000 workers in small infrastructure projects located in the poorest areas of Egypt. Projects will include construction work and the provision of community services. In addition the EU support will aim to improve living conditions of the most vulnerable population segments.
The support to the TVET system will enhance the skills of young people to meet the labour market's demands, with particular attention to the tourism sector. Two million pupils in the secondary technical education are expected to benefit from this EU support. More...

7 November 2012, Brussels, Belgium. Organisation: Eurofound Brussels Liaison Office. Venue: Restaurant l’Atelier, 28 Rue Franklin, 1000 Brussels
Objectives
The dramatic increase of youth unemployment in Europe over the past years has prompted a series of initiatives at EU level and in the Member States aiming at fostering young people’s transition to and integration into the labour market. The concept of NEET – ‘not in employment, education or training’ is being increasingly used by the EU policy makers when addressing the issue of youth unemployment from a more broad perspective. The objective of the lunch is to discuss the situation of this specific group of young people within the context of their re-integration in the labour market. The discussion will focus in particular on individual, societal and economic consequences of being young and NEET in Europe today and on the policy measures aiming at higher employment participation of young people which are implemented in the EU.  It will be based on the recent Eurofound report which identifies determinants of belonging to the NEET group, measures the economic and social costs of NEETS and assesses policy measures undertaken in the Member States to support young people’s access to the labour market.
Content
Eurofound Deputy Director Erika Mezger, Head of Employment and Change Unit Donald Storrie  and Research Manager Massimiliano Mascherini will introduce the debate. They will give insight into the policies that have been developed in the Member States, including examples of good practices in policy design and implementation. They will also highlight social partners views with regard to Member States policies as well as some elements of the EU current debate on the issue.
Emilie Turunen, Member of the European Parliament, rapporteur for the EP report on Promoting youth access to the labour market, strengthening trainee, internship and apprenticeship status (2010), will comment on the Eurofound report and contribute to the exchange with the social partners.
See also Economic and societal cost of Europe's youth not in employment, education or training (NEETs), Young people and 'NEETs', NEET - Characteristics, costs and policy responses in Europe.

ENQA produces publications dealing with the developments in the European quality assurance. This page contains the latest publications of ENQA in PDF Format. Paper copies can be ordered from the ENQA Secretariat: ESG | Occasional Papers | Workshop and Seminar Reports | Associated Reports | Review Reports & Decisions.
Standards and Guidelines for Quality Assurance in the European Higher Education Area - 3rd edition.
ENQA has produced, in co-operation and consultation with its member agencies and the E4 Group (ENQA, EUA, EURASHE and ESIB), this important report that was submitted to the European Ministers of Education meeting in Bergen in May 2005. The report was also presented to the Bologna Follow-Up Group on 1 March 2005.
The 3rd edition's Table of Contents numbering system has been restored for practical reasons; however, the text remains identical to the 2nd edition.
The ESG have been translated into 14 languages, as follows (in alphabetical order):
- Albanian (doc) by the Albanian Accreditation Agency for Higher Education
- Albanian (doc) by the Kosovo Accreditation Agency
- Bosnian (pdf) by the European Commission and Council of Europe
- Catalan (pdf) by the Agency for Quality Assurance in the Catalan University System (AQU)
- French (pdf) by the Comité National d'Évaluation of France (now AERES)
- Galician (pdf) by the Agency for Quality Assurance in the Galician University System (ACSUG)
- German (pdf) by the German Rectors' Conference
- Greek (pdf) by the Hellenic Assurance Agency for Higher Education (HQAA)
- Hungarian (pdf) by the Hungarian Accreditation Committee (HAC)
- Italian (pdf) by the Agenzia Nazionale Programma LLP/Erasmus
- Romanian (pdf) by the National Alliance of Student Organisations in Romania.
- Russian (pdf) by the National Accreditation Agency of the Russian Federation (NAA)
- Slovak (pdf) by the Slovak Rector's Conference
- Spanish (pdf) by the National Agency for Quality Assessment and Accreditation of Spain (ANECA)
- Ukrainian (pdf) by the British Council in Ukraine.
Please note that the translations have not been verified by ENQA and that the translating parties bear the responsibility of inaccuracies.

Occasional Papers |
Quality Procedures in the European Higher Education Area and Beyond – Visions for the Future (02. Apr. 2012)
The present publication is the result of the third ENQA survey on quality procedures of quality assurance agencies across Europe and beyond. This report presents a collection of current features of good practice in external quality assurance within the new priorities formulated by ENQA and following the ministerial Communiqués, highlighting the connection between the practices and the expected benefits for higher education institutions and stakeholders. In addition, the present report identifies practices that are expected to be implemented by quality assurance agencies, as well as areas where progress needs to be made, thus proposing a vision of the future of quality assurance procedures.

Workshop and Seminar Reports |
Quality Assurance and Qualifications Frameworks: Exchanging Good Practice (pdf) (20. Aug. 2012)
This report is based on the ENQA workshop “Quality Assurance and Qualifications Frameworks: exchanging good practice”, which took place in Dublin, Ireland, on 9-10 February 2012 and presents articles on themes such as the state of development of qualifications frameworks, the role of agencies in the self-certification process, and the meaning of qualifications frameworks in external quality assurance.
Internal Quality Assurance and Benchmarking (pdf) (23. May. 2012)
This report is based on the annual ENQA Internal Quality Assurance seminar on the theme of Learning from each other – using benchmarking to develop IQA that was held on 16-17 June 2011 in Helsinki, Finland. It presents a general overview of the benchmarking theme and discusses common features and differences of the benchmarked agencies’ IQA activities in terms of the selected three themes: performance indicators, follow-up on feedback and staff competence/development. The report also puts forward the benchmarking partners’ views on strengths, weaknesses and recommendations for development of each other’s activities, as well as the good practice they have identified on the selected theme.
Quality Assurance of Joint Programmes (pdf) (08. Mar. 2012)
This Report is based on the ENQA seminar on "Quality Assurance of Joint Programmes" that was held on 19 September 2011 in Vienna, Austria. The purpose of this seminar was to analyse the experience already gaind in quality assurance of joint programmes as regards specific issues and methodological approaches, and to make recommendations to the ministers responsible for higher education in the Euopean Higher Education Area.
Quality Assurance in Lifelong Learning (pdf) (14. Feb. 2012)
This report is based on the ENQA workshop on the theme “Quality Assurance in Lifelong Learning” that was held from the 16-17th of May 2011 in Bonn, Germany. The workshop provided a platform for discussion and exchange of experiences among the main stakeholders in quality assurance. The workshop aimed to contribute to joint understanding of the quality assurance in lifelong learning (LLL) between stakeholders, to disseminate information on good practice of external quality assirance in LLL, and to discuss standards and procedures for external quality ssurance in LLL.
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Learn about the principles of external reviews of ENQA members. View a list of externally reviewed agencies, and read the review reports and decisions.
The principles of external reviews of ENQA
In order to become member of ENQA (and to be granted admission in the European Quality Assurance Register for Higher Education), QA agencies are required to successfully undergo an external review and thereby to show that they comply sufficiently with the ESG...
For more information, please consult the Guidelines for external reviews of quality assurance agencies in the EHEA. Please note that this version of the Guidelines does not contain the new policy for agency reviews and is in the process of being revised. Please also consult the Code of Conduct, which describes rules of good behaviour relating to the agencies' external review procedure, and more particularly to the conduct of the site visit. To view the Information note on ENQA Board decisions document, please follow this link here.

Externally reviewed agencies: Austria • Belgium • Bulgaria • Croatia • The Czech Republic • Denmark • Finland • France • Germany • Hungary • Lithuania • The Netherlands • Norway • Poland • Romania • Russia • Spain • Sweden • Switzerland • UK

AERES - Evaluation Agency for Research and Higher Education (France)
Founding Date: CNÉ 1985 (AERES 2006)
ENQA Full Membership: CNÉ 2000 (AERES 2007)
Ownership: Independent body.
Scope of Authority: All institutions of higher education and research bodies in France.
Agency's Role: Evaluation of HEIs and research bodies, research activities of research units, education and degrees of HEIs. Review and evaluation of quality of the main "missions of public service" of HEIs and research bodies and of the strategies they developed to carry out their teaching/research tasks and results.

CTI - Commission des Titres d'Ingénieur (France)
Founding Date: 1934
ENQA Full Membership: 2005

AQA - Austrian Agency for Quality Assurance (Austria)
Founding Date: 2003
Ownership: Independent non-governmental organisation (on initiative of universities, union of students, Ministry for education and science).
Scope of Authority: Institutional, programme and thematic evaluation and monitoring for all kinds of higher education (Austria and abroad).
Agency's Role: Evaluation, monitoring, support in follow-up, development of methods and procedures.

AEQES - Agence pour l’Evaluation de la Qualité de l’Enseignement Supérieur organisé ou subventionné par la Communauté française (Belgium)
Founding Date: 2002
Ownership: AEQES has new legislation since February 2008. AEQES is funded by the Ministry of the French Community of Belgium. It is independent of both the institutions of higher education and the government of the French Community.
Scope of Authority: AEQES is responsible for the external evaluation of the quality of higher education in the French Community in Belgium. The agency evaluates universities, “hautes écoles” (non-university HEIs), art academies and conservatoires, higher institutes of architecture and adult learning institutions.
Agency's Role: AEQES is the only agency officially recognised in the French Community. It aims at stimulating co-operation among HEIs, developing quality culture and disseminating good practices. It is in charge of the policies and guidelines concerning the external evaluation of HEIs and their programmes in the area.

EUA - Institutional Evaluation Programme (Belgium)
Founding Date: 1994
ENQA Full Membership: 2000
Ownership: Independent, non-governmental organisation, self-funded activity.
Scope of Authority: Higher education.
Agency's Role: Institutional evaluation.

NVAO - Accreditation Organisation of the Netherlands and Flanders (Belgium)
Founding Date: 2002
ENQA Full Membership: 2003
Ownership: NVAO is created by treaty between the Netherlands and Flanders as an independant quality assurance agency. There is no influence of universities, university colleges or the Dutch or Flemish Ministry of Education.
Scope of Authority: Accreditation of all programmes in Dutch and Flemish Higher Education, i.e. universities, university colleges and other institutes of higher education.
Agency's Role: The organisation is responsible for accreditation of existing degree courses and the assessment of new degree courses.

VLHORA - Council of Flemish Institutions of Higher Education (Belgium)

VLIR - QAU - Flemish Interuniversity Council Quality Assurance Unit (Belgium)
Founding Date: 1976
ENQA Full Membership: 2000
Ownership: Independent organisation financed by the Flemish universities
Scope of Authority: VLIR is a consultative body representing the 6 Flemish universities.
Agency's Role: Stimulate co-operation among the universities and between the universities and the public authorities. Act as a common voice on university management, development, legislation, research, quality assessment and evaluation etc.

NEAA - National Evaluation and Accreditation Agency (Bulgaria)
Founding Date: 1996
ENQA Full Membership: 2008
Ownership: NEAA was established in 1996 by ordinance of the Council of Ministers as a specialised state body of the Council of Ministers for quality assurance in higher education.
Scope of Authority: NEAA itself establishes and approves criteria and procedures for evaluation, accreditation and post-accreditation monitoring in compliance with the HEA and the state standards.
Agency's Role: NEAA’s mission is to assist the HEIs to maintain and improve the quality of education in the Republic of Bulgaria. The agency aims at stimulating and improving the quality of the educational and research services as well as at raising their competitiveness.

ASHE - Agency for Science and Higher Education (Croatia)
Founding Date: 2005
ENQA Full Membership: 2011
Ownership: Independent public institution
Scope of Authority: Higher education institutions and research organisations in the Republic of Croatia
Agency's Role: Quality improvement of higher education and research through evaluation procedures and dissemination of information and best practices.

Accreditation Commission Czech Republic (The Czech Republic)
Founding Date: 1990
ENQA Full Membership: 2002
Ownership: Independent body taking care of quality in higher education.
Scope of Authority: Evaluation and accreditation of all existing study programmes.
Agency's Role: Accreditation of study programmes, complex institutional accreditation.

EVA - Danish Evaluation Institute (Denmark)
Founding Date: 1992
ENQA Full Membership: 2000
Ownership: Independent, but funded by the Ministry of Education.
Scope of Authority: All levels of education.
Agency's Role: Quality assessment of education. Systematic evaluation of education. Accreditation. Development of relevant methods and techniques for evaluation and quality assurance.

The Accreditation Institution (Denmark)
Founding Date: 2007
ENQA Full Membership: 2010
Ownership: Independent public institution. Duties are regulated by the Accreditation Act of 27th of March 2007.
Scope of Authority: Pre-accreditation, accreditation and approval of programmes at higher educational level.
Agency's Role: The Accreditation Institution is composed of two entities: the Accreditation Council, which is tasked with the accreditation and approval of university study programmes; and the agency, ACE Denmark, which is responsible for the analysis and preliminary assessment of programmes. The institution is inter alia working on developing methods and techniques for quality assurance, gathering and disseminating of relevant national and international accreditation experiences, and contributions to the further development of the accreditation concept.

FINHEEC - Finnish Higher Education Evaluation Council (Finland)
Founding Date: 1996
ENQA Full Membership: 2000
Ownership: Funded by the Ministry of Education, but independent of the Ministry and the HEIs.
Scope of Authority: A co-ordinating and implementing expert organisation independent of both educational administration and institutions of higher education. Does not make administrative decisions.
Agency's Role: The Council organises evaluations of quality work and institutional, programme and thematic evaluations. It provides advisory and consultancy services in the implementation of the evaluations, develops evaluation methodology and disseminates good Finnish and international practices to HEIs and the Ministry of Education.

ACQUIN - Accreditation, Certification and Quality Assurance Institute (Germany)
Founding Date: 2001
ENQA Full Membership: 2003
Ownership: Registered organisation governed by HEIs.
Scope of Authority: Quality assurance accreditation in higher education teaching and studying.
Agency's Role: Evaluation of the reasons for the introduction of the new programme, its objective and relevance, contents and curricular design, examination procedures and standards, quality assurance measures, teaching and learning methods, successfulness and institutional support, infrastructure and resources.

AHPGS - Accreditation Agency for Study Programmes in Health and Social Sciences (Germany)
Founding Date: 2001
ENQA Full Membership: 2009
Ownership: AHPGS is a legally recognised, independent and non-profit accreditation agency.
Scope of Authority: Accreditation of study programmes in health and social sciences.
Agency's Role: The aim of the accreditation is to evaluate subject-specific concepts on which the programmes are based and to judge the quality of the programmes and of teaching. Additional goals are to ensure the quality of the study programmes, to promote flexibility and coherence within them, and to improve the transparency of the German HE system.

AQAS - Agentur für Qualitätssicherung durch Akkreditierung von Studiengängen (Germany)
Founding Date: 2002
ENQA Full Membership: 2008
Ownership: AQAS is a non-profit organisation that is independent of HEIs and functions outside of HEIs.
Scope of Authority: AQAS provides accreditation for study programmes from all academic disciplines and throughout Germany. Programmes are accredited for a limited period of time and then need to be re-accredited.
Agency's Role: AQAS is one of currently six accreditation agencies in Germany. It received its accreditation from the German Accreditation Council (Akkreditierungsrat) on February 14th, 2002 for the duration of five years.

ASIIN e.V. - Accreditation Agency Specialised in Accrediting Degree Programmes in Engineering, Informatics, the Natural Sciences and Mathematics (Germany)
Founding Date: 1999
ENQA Full Membership: 2007
Ownership: Non-profit, registered association.
Scope of Authority: Organised as a membership-based not-for-profit association under German law, ASIIN e. V. is carried by a broad coalition of academic and professional associations and higher education institutions. All activities of ASIIN e. V. are aimed at securing and further expanding high standards and the quality of higher education - within Germany and internationally. ASIIN operates internationally on a private-law base but is located in Germany and authorized as agency under the respective national public law in Germany, Switzerland and The Netherlands.
Agency's Role: In the field of programme accreditation, ASIIN e. V. is specialised in reviewing degree programmes in engineering, informatics, mathematics and the natural sciences and all interdisciplinary combinations to these subject. At the institutional level, ASIIN e. V. undertakes reviews of quality management systems at higher education institutions. The areas of expertise are reflected in the composition of its boards and committees which consist of national and international experts in the respective fields.

EVALAG - Stiftung Evaluationsagentur Baden-Wuerttemberg (Germany)
Founding Date: 2000
ENQA Full Membership: 2001
Ownership: Foundation under the terms of Public Law, non-governmental body, partly endowed by the Government.
Scope of Authority: Quality assurance agency for higher education in Germany and outside Germany.
Agency's Role: EVALAG is a centre of excellence for quality assurance and enhancement. It has supported higher education institutions and other scientific institutions with their commitment for good quality in teaching and learning, research and services since October 2009. EVALAG is accreditated as an accreditation agency.

FIBAA - Foundation for International Business Administration Accreditation (Germany)
Founding Date: 1994
ENQA Full Membership: 2001
Ownership: Swiss-German non-profit foundation for quality assurance with managing office in Bonn, Germany. Board and commission representatives from universities and HEIs, business and student associations and industry.
Scope of Authority: Accreditation and quality assurance agency for universities and HEIs. Certified by the German accreditation council since 2000 (re-accreditation in 2007), Nederlands-Vlaamse Accredita-tieorganisatie (NVAO) in the Netherlands (2006 re-accreditation in 2008) and the Federal Office for Professional Education and Technology (BBT) in Switzerland (2008). FIBAA mainly operates in Germany, Austria and Switzerland but also in other European Countries as well as in Africa, Asia and the USA.
Agency's Role: FIBAA accreditation processes are aiming to assure required quality of study programmes in line with national and international standards and guidelines. It supports the validity of the final qualification with employability requirements, ensures the diversity and transparency of study programmes for students, and promotes international mobility. Furthermore FIBAA consults and supports universities and HEIs in their efforts to develop and improve in their quality security management.

GAC - German Accreditation Council (Germany)
Founding Date: 1999
ENQA Full Membership: 2000
Ownership: Established by Kultusministerkonferenz (Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany) and Hochschulrektorenkonferenz (Association of Universities and Other Higher Education Institutions in Germany). Financed by the Länder of the Federal Republic of Germany.
Scope of Authority: Accrediting Accreditation Agencies.
Agency's Role: The GAC has been set up in accordance with the resolution of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (Kultusministerkonferenz - KMK) adopted on 3 December 1998. The main purpose of the GAC is to contribute to the development in the quality of teaching and learning in Germany and, with this in mind, to cooperate in the realisation of the European Higher Education Area. To this end, on behalf of the German Federal States, the Foundation takes care that the agencies certified to carry out processes of accreditation of study programmes demonstrate that they do this to the highest degree of quality, comparability and transparency. Before any agency is given the authority to award the quality seal of the Foundation for study programmes that have successfully accomplished an accreditation process, it must itself be subject to an accreditation process. On application from the agency, the accreditation process is carried out by the Accreditation Council which, as the central decision-making body of the Foundation, decides on the accreditation or reaccreditation of agencies. The accreditation of agencies is carried out on the basis of the Criteria for the Accreditation of Accreditation Agencies that have been developed by the Accreditation Council. In accordance with a total of twenty individual test areas for such criteria, the agencies are required, for example, to furnish proof of the legitimacy and function of its institutions, to formulate their understanding of quality based on an evaluation of Learning Outcomes, to explain their personnel structure and other resources or to prove the managerial independence of the agency or its accreditative Institutions. Furthermore, the agencies commit themselves to the deployment of the Criteria for the Accreditation of Study Programmes not just during the accreditation process but also on a contractual basis. This part of the criteria applies equally to agencies and Higher Education Institutions, in that it names the quality elements of the accreditation programme to be checked by the agency where documents have to be presented by the Higher Education establishments as part of the accreditation process. With a view to the realisation of the European Higher Education Area, the recognition of the German Quality Seal, and thus also guaranteeing the recognition and study achievements and degrees awarded from German Higher Education Institutions and promoting their reputation outside Germany, also falls within the remit of the Foundation. By taking the European Standards and Guidelines for Quality Assurance in the European Higher Education Area of the European Association for Quality Assurance in Higher Education (the ENQA) wholly into account in their own relevant regulations, the Accreditation Council has made an important contribution to the development of the European Higher Education Area.

ZEvA - Central Evaluation and Accreditation Agency Hannover(Germany)
Founding Date: 1995
ENQA Full Membership: 2000
Ownership: Common foundation of all Lower Saxon HEIs. Boards comprise members of HEIs in Germany and abroad as well as members of professional practice.
Scope of Authority: All universities and HEIs in the Federal Republic of Germany. All subjects and scientific fields. The first German agency accredited by the Accreditation Council in Bonn.
Agency's Role: To assure and improve quality in higher education, to advice HEIs and governments on evaluation and accreditation procedures. Evaluation: Recommendations to HEIs concerning the improvement of teaching and learning as well as performance, publication of evaluation reports. Accreditation: Recommendations to ministries of science and education regarding the approval of Bachelor's and Master's degree programmes, awarding accreditation certificates, discussion and definition of minimum standards.

HAC - Hungarian Accreditation Committee (Hungary)
Founding Date: 1993
ENQA Full Membership: 2002
Ownership: Independent professional body, financed through Parliament.
Scope of Authority: Evaluation of universities and colleges, new degree programmes, national qualification requirements, doctoral schools, specialised postgraduate programmes, accredited two-year postsecondary vocational programmes, new universities and colleges applying for operating licences, new faculties applied for by colleges and universities, licence applications of foreign HEIs, credit system regulations. Also, drafting of international agreements on diploma recognition and equivalence and stating opinions regarding the appointment of university and college professors.
Agency's Role: Responsibility for the supervision of the quality of Hungarian higher education.

SKVC - Centre for Quality Assessment in Higher Education (Lithuania)
Founding Date: 1995
ENQA Full Membership: 2012
Ownership: Operationally independent public authority, established and funded mainly by the Ministry of Education and Science of the Republic of Lithuania.
Scope of Authority: Higher education system in Lithuania
Agency's Role: To increase awareness of the quality of higher education and promote its improvement. Evaluation of the quality of higher education (by institutions and by programs), credential evaluation (of foreign HE qualifications and qualifications giving access to HE); provision of information on HE systems and qualifications recognition; information provision to mobile researchers; other functions in accordance with legal acts.

NVAO - Accreditation Organisation of the Netherlands and Flanders(The Netherlands)
Founding Date: 2002
ENQA Full Membership: 2003
Ownership: NVAO is created by treaty between the Netherlands and Flanders as an independant quality assurance agency. There is no influence of universities, university colleges or the Dutch or Flemish Ministry of Education.
Scope of Authority: Accreditation of all programmes in Dutch and Flemish Higher Education, i.e. universities, university colleges and other institutes of higher education.
Agency's Role: The organisation is responsible for accreditation of existing degree courses and the assessment of new degree courses.

QANU - Quality Assurance Netherlands Universities (The Netherlands)
Founding Date: 2004
ENQA Full Membership: 2005
Ownership: Private, non-profit organisation.
Scope of Authority: Universities
Agency's Role: External quality assessment.

NOKUT - Norwegian Agency for Quality Assurance in Education (Norway)
Founding Date: 1998
ENQA Full Membership: 2000
Ownership: Ministry of Education and Research.
Scope of Authority: Professional and independent governmental agency.
Agency's Role: NOKUT is an internationally recognised quality assurance agency. The agency serves to create public trust in the quality of Norwegian higher education, tertiary vocational education and recognised foreign education qualifications. NOKUT's responsibility also covers general recognition of foreign higher education qualifications.

PKA - The Polish Accreditation Committee (Poland)
Founding Date: 2002
ENQA Full Membership: 2009
Ownership: Independent statutory body established by the Higher Education Act.
Scope of Authority: To assess the quality of education in individual fields of study; and to give opinions on applications for the establishment of new higher education institutions, the extension of permits for the establishment of non-public institutions, and for the authorisation for higher education institutions to establish new degree programmes.
Agency's Role: Support Polish public and non-public higher education institutions in the development of educational standards matching the best models adopted in the European and global academic space. Act as a platform for co-operation and dialogue between all parties interested to work with a view to ensuring high quality of higher education.

ARACIS - Agency for Quality Assurance in Higher Education (Romania)
Founding Date: 2005
ENQA Full Membership: 2009
Ownership: According to the Romanian law, ARACIS is a legal, financially independent and autonomous public institution of national interest. It continues to perform the functions of the former Romanian National Council for Academic Assessment and Accreditation (NCAAA).
Scope of Authority: ARACIS is an autonomous public institution, with the task of assuring and improving the quality of the higher education system in Romania.
Agency's Role: ARACIS is responsible for both accreditation and quality assurance in higher education.

NAA - National Accreditation Agency of the Russian Federation (Russia)
Founding Date: 1995
ENQA Full Membership: 2009
Ownership: NAA operates under the authority of the Federal Service of Supervision in Education and Science.
Scope of Authority: NAA is recognised as the organisation in Russia responsible for dissemination of knowledge and information on procedures of the state accreditation of HEIs.
Agency's Role: Develops materials and methodological recommendations for conducting self-evaluations and external reviews, trains experts, conducts research into the development of QA of higher education in Russia, prepares the final reports on the quality of the HEI.

AAC - Agencia Andaluza del Conocimiento (Spain)
Founding Date: 2001
ENQA Full Membership: 2000
Ownership: Independent from regional government.
Scope of Authority: Regional university and R&D systems.
Agency's Role: Assessment of teaching and management activities in universities. Assessment of R&D activities (competitive projects, research groups, professors and researchers).

ACSUCYL - Quality Assurance Agency for the University System in Castilla y León (Spain)
Founding Date: 2001
ENQA Full Membership: 2010
Ownership: Independent from the regional government, directed by a Board of Directors.
Scope of Authority: University System in Castilla y León.
Agency's Role: Evaluation, certification and accreditation of the activities related to the quality of the university system, and specifically the evaluation of teaching staff, degrees, research, as well as institutional quality. The agency also carries out cooperation and coordination activities.

ACSUG - Agency for Quality Assurance in the Galician University System (Spain)
Founding Date: 2001
ENQA Full Membership: 2009
Ownership: The agency is independent and has its own full legal personality. ACSUG has established a clear difference in the structure and functions between the governing bodies (Director, President and Board of Directors), the assessment organs (Galician Committee for Reports, Assessment, Certification and Accreditation (CGIACA)) and the consultative organs (Advisory Board).
Scope of Authority: Galician University System.
Agency's Role: Assessment, certification and accreditation of institutions (programmes, services, teaching activity evaluation, Internal Quality Assurance Systems of the centres and other processes). Labour market insertion analysis and surveys. Evaluation of teaching staff prior to hiring in the Galician universities and evaluation of the teaching staff for the assignment of complementary compensation.

ANECA - National Agency for Quality Assessment and Accreditation of Spain (Spain)
Founding Date: 2002
ENQA Full Membership: 2003
Ownership: Independent from government, directed by a board of trustees.
Scope of Authority: National.
Agency's Role: Independent, non-profit body.

AQU - Catalan University Quality Assurance Agency (Spain)
Founding Date: 1996
ENQA Full Membership: 2000
Ownership: The agency is independent, but funded by the Ministry of Education and Universities of the Catalan Government. The Board of the agency is comprised of representatives from different institutions, government and independent members.
Scope of Authority: All universities in Catalonia.
Agency's Role: Evaluation, certification and accreditation of institutions (programmes, centres, services, processes) and teaching staff.

HSV - National Agency for Higher Education (Sweden)
Founding Date: 1993
ENQA Full Membership: 2000
Ownership: Government organisation.
Scope of Authority: Universities and university colleges and nursing colleges.
Agency's Role: Support and follow-up of quality assurance systems in HEIs. National evaluations. Accreditation of degree-level courses at university colleges and of private initiatives of higher education courses.

OAQ - Swiss Center of Accreditation and Quality Assurance in Higher Education (Switzerland)
Founding Date: 2001
ENQA Full Membership: 2006
Ownership: OAQ operates independently, and bases its work on international practices and research findings.
Scope of Authority: OAQ is the only national agency active in the field of quality assurance and accreditation in higher education.
Agency's Role: OAQ accredits institutions and study courses and carries out evaluation procedures and institutional audits. It defines the quality standards and develops guidelines for assessing the quality. OAQ’s focus is on quality evaluations and on quality improvement. The agency provides services and carries out mandates for the Swiss University Conference and other Federal partners. It also provides information about quality assurance and accreditation.

ECCE - The European Council on Chiropractic Education (UK)
Founding Date: 1981
ENQA Full Membership: 2010
Ownership: Independent, non-governmental organisation.
Scope of Authority: Chiropractic education and training in Europe.
Agency's Role: Accreditation of Higher Education institutions delivering chiropractic training.

QAA - Quality Assurance Agency for Higher Education (UK)
Founding Date: 1997
ENQA Full Membership: 2000
Ownership: Independent organisation. Board comprises representatives of institutions, representatives of government funding agencies, and independent members.
Scope of Authority: All universities and HEIs in the UK. Collaborative provision between UK HEIs and overseas partners and between HEIs and further education establishments.
Agency's Role: To promote public confidence that quality of provision and standards of awards are being safeguard and enhanced.