A comprehensive accreditation system of educational offering: International accreditation of awarding HEI
Best practices A comprehensive accreditation system of educational offering: International accreditation of awarding HEI Users: Training Providers (Private), Training Providers (Public) | Theme: Accreditation and certification | Action: Fremework/methodology | Beneficiaries: Training Providers (Private), Training Providers (Public). xAIM xAIM Maria Chiara Demartini In 2020 the xAIM consortium aimed at designing a high-quality master program in explainable AI applied to healthcare management. Although each beneficiary was supposed to contribute in term of the design and the teaching staff, the vocational master program had to be delivered by one HEI only. To ensure high-level standards of quality delivered at each phase of the design, organization, roll-out and monitoring of master program, the consortium looked for internationally recognised systems for accreditation to show outstanding excellence in quality assurance.Moreover, one of the sustainability strategies formulated by the consortium entailed the delivery of single modules of the xAIM master programs, beyond the entire master program. The challenge? The xAIM consortium faced multiple challenges: As an international consortium, xAIM didn’t want to rely on one single national regulation for the accreditation of the master program, in order to promote an internationally recognised high-quality master program. Since only one HEI was expected to award the master diploma, other national regulations were not necessarily fit for purpose. A broader and more international quality assurance framework was expected to be adopted for the xAIM master program. The sustainability strategy included opportunities to deliver single modules, beyond the whole master programs. Hence, a comprehensive accreditation system was needed, including both bachelor’s, master’s programs, and short courses. Our solution An internationally recognised accreditation system was selected to quality assure the entire educational offer of the awarding institution. It is worth noting that there are alternative international accreditation systems for business schools. However, the consortium decided to apply for the EFMD quality improvement system (EQUIS), managed by EFMD Global, since it has a European focus. The following explains how each of the identified challenges are addressed: High-quality standards in master’s programs accreditation Challenge: One single national regulation for the accreditation of the master program could be partial and lack some international requirements in terms of accreditation of master programsHow the EQUIS accreditation process facilitates solutions:EQUIS is a comprehensive principle-based system to improve the quality of awarding institutions;• It has strongly agreed upon principles, though flexible implementation, based on national context and local needs;• EQUIS provides learning communities, which are focused on specific principles (e.g., internationalisation) or thematic areas (e.g., the role of AI in educational offer). Difficulty in selecting another (set of) national regulatory frameworkChallenge: Since only one HEI was expected to award the master diploma, other national regulations were not necessarily fit for purpose How the EQUIS accreditation process facilitates solutions:• EQUIS is an internationally recognized standard, acknowledging national context, but promoting a standardised international process for accreditation of HEIs• EQUIS was initially developed in and for European universities, without a specific national framework in mind Need for a supranational accreditation system Challenge: Need for an international quality assurance framework to overcome the limits of national regulationsHow the EQUIS accreditation process facilitates solutions:• It is an internationally recognized standard, based on a benchmarking approach• Although it was initially intended to improve the quality of the educational offer of European universities, EFMD has now extended its scope both geographically, with a global outreach of EQUIS accredited institutions, and institutionally, covering the accreditation of non-university training institutions too; • EQUIS has a strong experience in the field of accreditation of business schools, although its principles and processes are adapting to the ever-changing international educational landscape. Comprehensive accreditation system Challenge: Need to assure short courses and longer programsHow the EQUIS accreditation process facilitates solutions:• EQUIS is an institutional accreditation system covering bachelor’s, master’s, PhD’s, executive programs, and other educational offer;• Being a comprehensive quality improvement system, EQUIS provides support to accredited HEIs in enhancing the quality of the entire educational offer, from multiple and interlinked perspectives;• EQUIS provides HEIs with a global quality recognition of their educational offer. Outcomes The membership to the EFMD Global Network, and the eligibility to EQUIS accreditation were the first steps achieved in the process of EQUIS accreditation. The achievement of these milestones resulted in a set of outcomes: 15% increase in recruitment of international students; 1 new international exchange program with an EQUIS internationally accredited HEI; International recognition in accreditation of educational offer in advanced digital skills, with one new co-funded project with other EQUIS accredited HEIs; Improvement in national and international ranking for master programs Integration of EQUIS methodology with European approach to micro-credentials to further increase the quality level of educational offer. Key takeaways Institutional accreditation (e.g., EQUIS) is key when HEIs and training institutions are looking for a comprehensive accreditation system for their educational offer. Being principle-based, the EQUIS accreditation process is a replicable, yet flexible, strategic benchmarking tool to enhance the quality of the HEI’s educational offer. Institutional accreditation systemWhat worked: The accreditation system is not targeting a single program, or a short course, but the whole HEI or business school awarding the diplomas or certifications.This approach ensures accreditation is coherent throughout the HEI’s educational offerReplicable Lesson:Adopting comprehensive accreditation systems can lower the time to seek for accreditation of one additional program or courseThe whole institution is involved in the quality assurance process, leading to change in the mindset Standardised and widely adopted accreditation systemWhat worked: EQUIS is an internationally recognised and globally adopted accreditation system.In order to get immediate international recognition of the high-quality of its educational offer, the HEI can look for a widely adopted international standard.Replicable Lesson:An initial scope of the accreditation systems available in the market can help selecting the one best fitting the training institution’s needs.Benchmarking of leading HEIs can support the choice of an institutional accreditation system and its implementation Lessons learnt on the institutional accreditation system can be shared among partner HEIsWhat worked: More experienced HEIs in institutional accreditation systems can mentor other partner HEIs, in the same consortium, in their journey towards institutional accreditation.Replicable Lesson:Sharing achieved outcomes
Inter-institutional cooperation for accrediting EU joint programmes at national level – the case of ManagiDiTH Master
Best practices Inter-institutional cooperation for accrediting EU joint programmes at national level – the case of ManagiDiTH Master Users: Training Providers (Private), Training Providers (Public) | Theme: Accreditation and certification | Action: Education programmes/courses| Beneficiaries: Training Providers (Private), Training Providers (Public), Policymakers (Member State). ManagiDiTH ManagiDiTH Maria do Carmo Gomes The Managing Digital Transformation in the Health Sector (ManagiDiTH) is a four-year project, launched in January 2023 and funded by the European Union through the Digital Europe Programme – Digital Advanced Skills, with the aim of creating a new master’s degree curriculum that equips healthcare professionals with the competencies needed to develop digital services in the health sector. To achieve this objective, seven consortium partners from three European countries are involved in the project, including: ISCTE – University Institute of Lisbon (Portugal), Laurea University of Applied Sciences (Finland), Aristotle University of Thessaloniki (Greece), Instituto de Telecomunicações (Portugal), Whymob, Lda. (Portugal), Clinipower Finland Ltd (Finland), Mundiserviços – Companhia Portuguesa de Serviços e Gestão, Lda (Portugal).The programme’s objectives include the development of training references for level 7 of the European Qualifications Framework in the digital health sector, the creation of a multidisciplinary learning ecosystem, and the introduction of a pedagogical model that prioritises problem-oriented learning strategies supported by digital tools.The innovative pedagogical and technical skills of the consortium partners will be leveraged to create an integrated Master programme that builds on projects that have already been implemented within the consortium. Furthermore, there are several associated partners in the project, including Health Cluster Portugal, Thessaloniki’s Association of Women with Breast Cancer “Alma Zois”, Finnish Diabetes Association, European Network of Living Labs Ivzw, The Union For Senior Services – Valli, Portuguese Red Cross, Adhd Hellas, and Hovi Group Oy.Overall, the ManagiDiTH curriculum is a ground-breaking initiative that aims to transform healthcare systems and services across Europe, making them more efficient and effective. By equipping healthcare professionals with specialized digital skills, the programme will ensure that graduates are well-prepared to succeed in the rapidly evolving digital healthcare sector. The challenge? Different national accreditation frameworks (procedures, forms and calendar) were found, which required a reinforced inter-institutional cooperation among the 3 Higher Education Institutions in order to get the Master programme accredited in Finland, Greece and Portugal. Our solution Having a sequential submission of the accreditation processes throughout the first 1.5 years of the project. First, the accreditation of the Master was awarded in Finland, as Laurea University of Applied Sciences does not require a submission to a national accreditation authority; secondly, Portugal beneffited from the previous accreditation of Laurea, to submit the full process of accreditation to the national authority (A3ES); and finally, AUTH has benefitted from the previous two accreditation processes as well as all the documentation and information collected and organised previously.This has required the open and transparent sharing of all information among HEI partners, and the storage of the three set of common files that were used at the best convenience of each partner, in order to complete the necessary information for each of the national processes.This approach enabled the Master Program to start even without the accreditation process being completed in Greece, and at the same time, it was important for the Greek partner to have already the Master running for showcasing in concrete how the Programme was delivered, considering also its innovative nature of fully joint design, delivery, and online learning. Outcomes The EU joint Master Programme ManagiDiTH was accredited in three EU countries (at Month 13 in Finland, Month 17 in Portugal, and Month 23 in Greece) even though the first cohort has started in Month 20 (September 2024). No delays were registered and 187 students started their studies in the first edition. Key takeaways Having an open and transparent communication among partners of the consortium since Day 1 of the Project about the accreditation requirements and challenges (top priority on the implementation of the project) Sharing all the documents and information regarding the national accreditation requirements (forms, calendar, bodies and services to be involved in each HEI) Planning the national accreditation processes in a sequential manner and benefit from previous accreditation in one or two (or more) EU countries Permanent contact with National Authorities, in particular, for explaining the specificities of these innovative models for EU joint programmes funded by EU – DEP (not an Erasmus Mundus Joint Programme) Mutual support of each partner to the national accreditation processes (i.e. Laurea’s official documentation was a key element to assure that the accreditation was granted in Portugal; AUTH beneffited from the Official Decision of the Portuguese Accreditation Authotiry (A3ES)). 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DIS4SME: Fostering Skills in Location Data Interoperability for the Digital Transformation of SMEs
Best practices Fostering Skills in Location Data Interoperability for the Digital Transformation of SMEs Users: Training providers (public) | Training providers (private) | SMEs | Theme: Programme development | Action: Education programmes/courses | Beneficiaries: SMEs | Labour force (employed) DIS4SMEdis4sme.eu Mayte Toscano The Level “Digital transformation and data interoperability are fundamental pillars of the European Union’s strategy for global competitiveness. The European Data Strategy and the European Digital Strategy seek to create a single market for data, promoting digital sovereignty, accessibility to open data and cross-border cooperation in key sectors such as mobility, agriculture and urban planning.At a legislative level, the EU has adopted several key regulations to ensure secure and equitable access to data: Data Governance Act (DGA): mechanisms to improve the availability of data and regulates the reuse of sensitive public data. Data Act (Data Act): equitable access and use of data generated in the EU, promoting interoperability and innovation. INSPIRE Directive: legal framework for interoperability and accessibility of geospatial data. European Common Data Spaces: data exchange platforms in key sectors. In this framework, location data plays a fundamental role in urban planning, mobility, agriculture and other key sectors. However, SMEs still find it difficult to benefit from these initiatives due to a lack of training and adequate resources. The challenge? Despite the solid regulatory framework and the opportunities offered by the data economy, many European SMEs face significant barriers to the adoption of interoperable solutions: Lack of knowledge and technical skills Lack of awareness of European open data and location standards (INSPIRE, OGC, ISO) or how to apply them Disconnect between regulations and business adoption Lack of alignment between national and European regulations Fragmentation in data governance Complex administrative procedures Resource, money and time constraints According to reports from the OECD and the European Commission, the digital divide between large companies and SMEs is growing, with many small businesses lagging behind in terms of access to and use of digital technologies. Our solution DIS4SME has developed a comprehensive approach based on: Programmes of specific training in location data interoperability, with different modules for managers and technicians. These courses, aimed at managers, technicians and job seekers, cover topics such as: Mobile food market Digital agriculture Social monitoring of road conditions 3D, BIM, Digital Twins for urban planning Learning strategies adapted, with short courses, interactive seminars and digital platforms that allow flexible access to the content. Collaboration with digital innovation hubs to promote synergies between companies, institutions and regulatory bodies. Sector-specific business cases, addressing interoperability in strategic sectors such as precision agriculture, smart mobility and urban planning. Outcomes Development of a curriculum based on 30 Horizontal Learning Outcomes: This structured set of training objectives has made it possible to adapt the content to the specific needs of both managers and technicians in SMEs, guaranteeing the coherence and scalability of the programme. The use of e-learning modules, video tutorials, webinars and practical workshops has provided flexible and accessible training, adapted to the different profiles and availability of SMEs. The initiative has fostered the creation of synergies between SMEs, digital innovation hubs and public bodies, promoting the exchange of knowledge and the adoption of best practices. The bottom-up methodology, based on gathering feedback from participants, has allowed the training content to be refined and optimised, ensuring that the educational offering adjusts to the real demands of the business environment. SMEs have been strengthened to face the challenges of digital transformation, facilitating their integration into the European market and the adoption of solutions based on open data. Key takeaways Adaptability of the training approach: The model of short, modular courses with flexible access allows managers, technicians and job seekers to acquire knowledge without interrupting their daily responsibilities. Public-private collaboration: The participation of digital innovation hubs, regulatory bodies and SMEs has been key to ensuring that the courses respond to the real needs of the sector. Use of open standards: Incorporating standards such as INSPIRE, OGC and ISO facilitates data interoperability and ensures that SMEs can integrate into the digital economy without relying on proprietary solutions. Focus on strategic sectors: Designing courses around real business cases (digital agriculture, mobility, urban planning) makes learning applicable and replicable in different industries. Scalability and replicability: The model can be expanded to other sectors and European countries, adapting to different levels of knowledge and the specific needs of SMEs. 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Enhancing Cybersecurity Training: Effective Learning Strategies, Clear Communication, and Demand-Driven Programs
Best practices Effective Learning Strategies, Clear Communication, and Demand-Driven Programs in Cybersecurity Users: Training providers (public) | Training providers (private) | SMEs | Theme: Reskilling and upskilling | Action: Professional training | Beneficiaries: Industry | SMEs | Labour force (employed) | Labour force (unemployed) CYRUSCYRUS Project Enrico Frumento, CEFRIELAlessia Golfetti, Deep Blue In the constantly evolving realm of cybersecurity, the human aspect is crucial yet frequently underestimated. Cybersecurity involves protecting IT systems from threats posed by cybercriminals. These criminals might aim to manipulate systems, steal or export data, or disrupt or alter services. However, what occurs when individuals, rather than IT systems, become the focus of these attacks? Moving from targeting systems to targeting people necessitates a different methodology and a shift in tactics. The CYRUS European project developed personalised cybersecurity training programmes specifically for the manufacturing and transport sectors. The project identified key findings regarding the distinct skill shortfalls and training necessities within these industries. These sectors’ peculiar challenges are not merely technical. There is a strong request of personalised training to enable employees at every level, from the factory floor to the executive suite, to recognise and counter cybersecurity threats effectively. The other need is the decoding of complexity of cybersecurity, which often is more focused on basic skills and personal cyber hygiene. The challenge? Today, we witness an increasing demand for advanced skills and a chronic lack of dedicated time from learners. Due to these challenges, cybersecurity experts and instructors have explored alternative teaching methodologies in cybersecurity training. Cybersecurity is one of the most challenging areas due to the rapidly changing Tactics, Techniques, and Procedures (TTPs) used in cybercrime. Defensive technologies are keeping up with the same speed of change. This challenge is where CYRUS comes in – experimenting with pedagogical methodologies to enhance and make cybersecurity training more efficient. On one hand EU is heavily investing in creating training opportunities, but with a quite often sub-optimal approach. The result is a crowded panorama of training offerings, sometimes overlapping and of hetereogeneous quality. One of the challenges of CYRUS was to create a training catalogue which is clear, multilingual, prepared with modern pedagogical approach and ground based on which are the real pains of the working forces and companies. Our solution Select the proper learning paradigm among pedagogy, andragogy and heutagogy, especially cybersecurity learning: Instructional methodologies are categorised into four macro areas: Non-Interactive Learning, Interactive Learning, Shared Learning, and Evaluation and Monitoring, each tailored to address the unique needs of adult learners. Non-interactive learning methodologies, rooted in traditional pedagogy, emphasise direct instruction and structured content delivery. Interactive Learning methodologies, informed by andragogical principles, prioritise active engagement and collaboration among learners. Shared Learning methodologies, inspired by heutagogical principles, underscore the importance of community, collaboration, and knowledge-sharing. Evaluation and Monitoring methodologies are crucial in assessing learning outcomes and guiding ongoing improvement efforts. Do massive use of instructional design: The instructional design approach for the CYRUS Project reflects a dynamic and adaptive framework rooted in the principles of pedagogy, Andragogy, and heutagogy. Clarity of language: use the ISO 24495-1:2023 on plain language Ad-hoc training: Root your training catalogue on ground truth, which means the actual pains and lack of companies and people. For example, in the CYRUS project, one of the most requested courses was on personal and corporate cyber hygiene, which reflects the fear of most people of wrongdoing and perils in the cyber realm. We started to affect behavioural shifts in cybersecurity from there. Outcomes CYRUS free Courses catalogue: The CYRUS project is ongoing, and the course catalogue will be delivered in April. Chunk courses, choose the best learning paradigm, and keep content simple (i.e., the KISS approach) but effective: The pilot programs, performed between October 2024 and February 2025, helped us identify some interesting challenges and refine the training content. One of the most significant findings is the necessity to present the material in small, interactive chunks (e.g., chunking was preferred over nudging). This approach aligns with current trends in online training in other educational sectors, but less on cybersecurity, where long and complex courses are still the norm. Basic skills are the most requested: There is a greater demand for basic skills that are immediately applicable to everyday work. For instance, the most requested course was on personal and corporate cyber hygiene to protect themselves, their families and loved ones, and the corporation. Key takeaways Explore and Apply New Learning Paradigms: Effective cybersecurity training requires selecting the right approach or combination of approaches—pedagogy, andragogy, or heutagogy—based on the audience. Given that many learners are professionals balancing work and training, programs must be flexible, engaging, and tailored. Additionally, training programs for trainers are essential to ensure effective knowledge transfer. Cybersecurity Training must go beyond technical skills, behavioural shifts are key: Cybersecurity training is a risk reduction method that enhances an organization’s overall security posture. Training should foster a cultural shift where security is seen as a way to improve both personal and professional well-being. Instead of reinforcing a “”toxic culture of error,”” training should make online security natural and stress-free. The Role of Instructional Design: A strong instructional design framework, like the one used in CYRUS, helps create structured, impactful, and adaptive cybersecurity training programs. Clarity in Communication: Using ISO 24495-1:2023 plain language principles ensures that complex cybersecurity concepts are easily understandable, making training more accessible. Demand-Driven Training for Relevance: Cybersecurity training should be rooted in real-world concerns. In the CYRUS project, cyber hygiene training was in high demand, highlighting the importance of addressing learners’ fears and practical needs. This approach increases adoption and drives meaningful behavioral change. Learn more here
Codesign for Cutting-Edge Digital Skills – The ACHIEVE Model
The ACHIEVE project serves as a best practice example of how collaborative codesign between academia and industry can revolutionize digital education.
SME involvement in master’s programme design: development of engagement models
Best practices SME involvment in master’s programme design: development of engagement models Users: Training Providers (Public) | Theme: Industry Engagement | Action: Education Programmes/Courses | Beneficiaries: Training Providers (Public), Training Providers (Private) AI and Health aiandhealth.eu Baran Bayindir, CEO, Smart Lab Partner AI and Health offers a double master’s degree across France, Spain, Italy, and Sweden, integrating AI technologies into healthcare, biology and medicine. To ensure the quality and relevance of the content in such a dynamic field requires the involvement of domain experts and key industry actors. These actors can provide links to the latest advancements in the field and real-life use case that can be incorporated in the curriculum. The challenge? A key challenge in the AI and Health programme was ensuring the early involvement of skilled talent and SMEs in the programme design. Delays in engaging industry actors hindered the ability to establish necessary operational steps and align academic content with real-world industry needs. Without early planning, maintaining SME participation and ensuring long-term programme effectiveness became difficult. Our solution Hands-on Training with Industry Experts: SMEs were actively involved in course creation, and industry professionals were integrated into the training staff, ensuring that content remained relevant to real-world applications in AI and healthcare. Integrated Micro-Credentials & Digital Certification: The programme was designed around micro-credentials and digital certification systems, enhancing industry recognition and promoting professional participation. Key takeaways Raise Awareness Through Events: Regularly host collaborative events bringing together academia and industry, in order to promote cross-sector engagement and help align academic programmes with industry needs. Prepare Engagement Models in Advance: Develop structured SME engagement models that introduce companies to study courses early. Allowing for better integration of industry requirements into the programme. Learn more here Submit your practice Case Summary– Context: Fit4internet is a non-profit initiative aimed at enhancing digital literacy across Austria. By using the Digital Competence Framework (DigComp AT), which identifies key components of digital competencies and aligns with European standards, Fit4internet helps individuals showcase their digital skills. The Fit4internet platform offers a way to track and prove digital competencies, helping with employability and ensuring that the Austrian workforce has the necessary ICT skills to meet market demands. Through the digital skills profile platform, the initiative supports both individual growth and the development of a digitally capable society. Challenge: The challenge faced is managing proof of competencies acquired through various learning methods, including formal education, non-formal training, and informal certifications, which can lead to inconsistent records. Securing sustainable funding to support the continuous development of new digital competencies, ensuring that programs remain up-to-date with evolving market needs. The second main challenge was fostering broad participation and engagement, especially among groups who may lack access to digital tools or education. Identified Approach / Solution: The Fit4internet platform provides a centralised, user-friendly system to manage and showcase digital competencies, aligning with the European Qualifications Framework (EQF). Through this platform, individuals can track and showcase their digital skills, making it easier for employers, educators, and organisations to assess their talent. The platform allows users to create an e-portfolio that showcases their digital skills, with the option to share it through a link or as a PDF. This portfolio highlights the digital competencies that a user has acquired, linked to their certificates. These certificates can be formal, non-formal, or informal. The platform also supports the generation of a digital skills profile that showcases the user’s acquired skills. Users earn digital badges as a visual representation of their skills. This allows them to continue with their learning journey, while showing off their competencies to others. Outcomes: Key takeaways: Fit4internet engage multiple stakeholders from academia, industry, and policy to develop holistic and relevant digital competency frameworks. They also use widely applied frameworks to measure skills gaps, enabling better planning for individuals and institutions. By doing this they improve reinsertion rates into the labor force by addressing individuals digital skill gaps and aligning them with market needs. This benefits companies by providing clear insights into the skillsets that are being developed and that are available in the workforce.
Incorporating automated tools and analysis in master’s programme design
MERIT is developing master’s degrees and short-term with the participation of NGOs, non-profits, research organisations, companies and SMEs. These are delivered by technical universities across Estonia, Lithuania, Latvia, Italy and Spain.
Courses in domains such as AI, cybersecurity and IoT become quickly outdated and projects like MERIT need resilient methods for easily building new content. Establishing an intangible infrastructure which allows for this is key to the project’s sustainability.
Industry-oriented hackathon to drive SME involvement in master programme design
MERIT is developing master’s degrees and short-term courses in AI, cybersecurity and IoT, with the participation of NGOs, non-profits, research organisations, companies and SMEs. These are delivered by technical universities across Estonia, Lithuania, Latvia, Italy and Spain.
Having consistent, hands-on engagement from industry is fundamental to the project’s operational model and objectives.
Framework for competency-based evaluation of students in higher education
Designing content in higher education is often associated with a lack of agility. Universities create fixed curricula, following rigid schedules, which do not match market dynamics, but rather limit their adaptability to rapidly evolving digital skills requirements
MERIT has the task of creating an educational ecosystem, spanning across Estonia, Lithuania, Latvia, Italy and Spain to train digital specialists and improve the evaluation of different students or courses by matching study programmes to the skills produced.