How does the Estonian system of quality assurance in higher education support teaching to learning paradigm shift based on the example of Estonian IT College

The structure of the article follows the structure of institutional accreditation form the assessment criteria of study programme group are involved if relevant. It can be argued that the external evaluation of higher education rather supports shifting from teaching to learning but it is also difficult for the external parties to assess the real functioning of an institution.
Further discussion should focus on how institutions’ own quality assurance system can identify learning-centred teaching and support the implementation of the learning paradigm.

This paper was presented at EQAF and reflects the views of the named authors only.