This briefing reports on recent developments affecting Europe’s recognition regimes – both professional and academic.

In the era of globalization, ‘new’ policy issues appear in the process of Quality Assurance in Higher Education Institutions such as public confidence, the way of sharing academic values(institutional autonomy, academic freedom, equity and inclusion), international cooperation and involvement of students in governance of Higher Education Institutions. The QA agencies are increasingly expected to respond to these ‘new’ challenges, together with policy makers, in order to promote, protect and consolidate these values.

Not many people ask the question of what exactly in higher education is valuable, and for whom. In this article the author uses a sharp question to research what higher education brings, and to whom. Three approaches are identified.

Scotland’s Enhancement Themes Student-Led Project (SLP), a national initiative comprised of student representatives from across the country, selected the topic of ‘Promoting Equity of the Student Learning Experience’ for its 2021-22 focus.

Having a good Internal Quality Assurance System (IQAS) is considered essential in order to respond to the current challenges of universities.

Since 2003, the Scottish Quality Enhancement Framework (QEF) has focussed on enhancement, collaboration and partnership in managing quality. 20 years on, a new tertiary approach to quality will bring together arrangements for universities and colleges (which provide 20% of higher education provision in Scotland) providing an opportunity for quality to support seamless learner journeys, access to higher education and to enable a student-centred approach to enhancing the student learning experience.

In this paper we explore how equity and inclusion in Higher Education (HE) can be promoted from a quality assurance agency.

The presentation will focus on the result obtained by sharing values in the international space by discussing the case of Georgia.

Dual study programs are hybrid form of higher education, which offer the participant the opportunity to complete a degree program at a higher education institution whilst simultaneously receiving a certification of practical vocational training or work experience in a company.

Quality assurance systems in Higher Education see the evaluation process as a fundamental phase of their development, as it is fundamental to the definition and verification of the achievement of their objectives. It moves on multiple dimensions that the literature identifies in a triple focus: research, teaching and organizational structure, to which is also added the third mission, an area only recently explored and considered in this perspective.