This topic describes the quality assurance systems that exist at various educational levels and sectors. The topic specifies whether internal quality assurance is compulsory or recommended. On-going debates or initiatives concerned with quality assurance are also mentioned. Legislation related to quality assurance is also explained. If you would like country specific information on this topic, please go to the "This chapter by country" tab and click on the appropriate country.

Quality assurance in early childhood and school education

The main policy goals of quality assurance and the various approaches used as part of an integrated system are explained here. Any major reforms are also highlighted. Authors can chose to subdivide the section in the following way if it is appropriate

• ECEC Responsible bodies Approaches and methods for quality assurance • Primary Education (or single structure education) Responsible bodies Approaches and methods for quality assurance OR • ECEC Responsible bodies Approaches and methods for quality assurance • Primary Education and Secondary Education Responsible bodies Approaches and methods for quality assurance

Responsible bodies

This section describes the one or more bodies responsible for external quality assurance and provides information on: • Their main missions • Their administrative levels • Their status in terms of autonomy from central education authorities It also explains whether there are central recommendations or regulations on the players or bodies responsible for carrying out internal quality assurance or if this is left to the autonomy of local authorities or educational institutions.

Approaches and methods for quality assurance

The approaches used in external and/or internal quality assurance are described. With reference to both, it is detailed whether it is an evaluation of: • Individuals • Educational institutions With reference to external evaluation only, it is also specified whether it can be part of a Whole School Evaluation.

Quality assurance in higher education

The main policy objectives of the quality assurance system are highlighted here. It is also detailed whether this is supervisory or advisory in nature. Major reforms are also detailed.

Responsible bodies

The relationship of the external quality assurance body with the central government in terms of legal and operational independence is described. It is stated whether there are central regulations/recommendations for the carrying out of internal quality assurance or if this aspect is left to the autonomy of higher education institutions.

Approaches and methods for quality assurance

The approaches used for external and internal quality assurance are described here. The use of standards and guidelines is also detailed. The following questions shall be addressed for external evaluations: • Frequency of quality assurance • Personnel selection and requirements • Foci of evaluations • Existence of standard criteria • Procedures for evaluation • Use of results How internal evaluations are linked to external evaluations is also addressed.

Quality assurance in adult education and training

The main policy goals of quality assurance and any major reforms are described here.

Responsible bodies

The relationship of the external quality assurance body with the central government in terms of legal and operational independence is described. It is stated whether there are central regulations/recommendations for the carrying out of internal quality assurance or if this aspect is left to the autonomy of Adult education institutions.

Approaches and methods for quality assurance

The approaches used for external and internal quality assurance are described here. The use of standards and guidelines is also detailed. The following questions shall be addressed for external evaluations: • Frequency of quality assurance • Personnel selection and requirements • Foci of evaluations • Existence of standard criteria • Procedures for evaluation • Use of results