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eManual
1. Schematic outline
2. transparency and information provision
Introduction
Recommendation
Examples
Sources
Articles
3. Accreditation and Quality Assurance
Introduction
Recommendation
Information
Examples
Sources
Networks
Articles
4. Authenticity
Introduction
Recommendation
Examples
Sources
Articles
5. Purpose of Recognition
Introduction
Recommendation
Examples
Articles
6. Diploma Supplement
Introduction
Recommendation
Examples
Sources
Articles
7. Qualifications Frameworks
Introduction
Recommendation
Examples
Sources
Articles
8. Credits
Introduction
Recommendation
Examples
Sources
Articles
9. Learning Outcomes
Introduction
Recommendation
Examples
Sources
Articles
10. Substantial Differences
Introduction
Recommendation
Examples
Sources
Articles
11. Alternative recognition
Introduction
Recommendation
Examples
Sources
Articles
12. Refugees
Introduction
Recommendation
Examples
Sources
Articles
13. Non-Traditional Learning
Introduction
Recommendation
Examples
Sources
Articles
14. Transnational education
Introduction
Recommendation
Examples
Sources
Articles
15. Joint programmes
Introduction
Recommendation
Examples
Sources
Articles
16. Non-Recognised Institutions
Introduction
Recommendation
Examples
Sources
Articles
17. Diploma and Accreditation Mills
Introduction
Recommendation
Examples
Tools
Articles
18. Sources
19. Glossary
CHAPTER 3:
ACCREDITATION AND QUALITY ASSURANCE (STATUS OF THE INSTITUTION)
RELEVANT ARTICLES RCP
In view of the wide diversity of higher education institutions and of the developments in transnational education, the status of a qualification cannot be established without taking into account the status of the institution and/or programme through which the qualification was awarded.
The competent recognition authorities should seek to establish whether the higher education institution belongs to the higher education system of a State party to the Lisbon Recognition Convention and/or belonging to the European Region. In the case of qualifications awarded by higher education institutions established through transnational arrangements, the competent recognition authority should analyze these arrangements on the basis of the principles stipulated in the UNESCO/Council of Europe Code of Good Practice in the Provision of Transnational Education and in the Recommendation on the Recognition of Joint Degrees.
Where countries have established a quality assurance system including a system of formal assessment of their higher education institutions and programmes, the competent recognition authority should take due account of the results of the process when evaluating qualifications from such systems.