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Understanding and evaluating the education quality requires a comprehensive picture of the unique and complex characters of the system that produced them. The following Education Quality framework is designed to place learning outcomes and educational achievements in perspective.

The Education Quality Accreditation Commission vision of the Education Quality supports on: European recognition directives in education quality and training, ECTS Credits from the European Credit Transfer and Accumulation System, USA recognition directives in education quality and training, USA education accreditation indicators, other independent education accreditation references, education industry quality assurance standards, education quality indicators, UNESCO policy on education quality, personal excellence and achievements.

In nearly every country, higher education is controlled and monitored by the national government, which promulgates higher education quality and policy. As free markets, open frontiers, and individualism spread around the world, however, many nations are adapting their higher education systems to the more liberal, competitive and diverse. Accreditation is one of the major factors behind this global trend. Accreditation reflects the comparative advantages of numerous and diverse institutions and methods of higher education quality, and respects its core values of autonomy, self-governance, scholarship, and the assurance of academic quality through peer review. Today, higher education quality is emerging as a diverse, competitive, decentralized "system," with vibrant private and public sectors in which colleges and universities enjoy comparatively high autonomy.

Employers, parents, students, and others look to organizations of educational accreditation for consistent and reliable information about the quality of educational institutions, and increasingly, seek to participate in the process itself. There is no single model for providing the information and involvement which are so important for public accountability, and each organizations of educational accreditation will want to relate, in terms of its own structure and procedures, how it ensures this accountability and education quality.

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Education quality focuses on recognition, accreditation and validation requirements for education quality assurance of the academic quality of education institutions to accredit their education quality. These are the main concepts related to Education Quality.

Education Quality is organized around four major themes: 1) Academic Quality Validation - Innovation in curricula and programmes; teaching methods and aids; interdisciplinarity, 2) Lifelong learning and the qualitative transformation; 3) Education Accreditation and evaluation, 4) Career guidance. The question of the very concept Academic Quality Recognition underpinned all discussions. Academic Quality Accreditation is a complex, dynamic, historically constructed and multifaceted concept, often defined by what is lacking rather than by its contents.  Education Quality Assurance also reflects national, regional and global socio-economic, cultural and political visions. Thus, Education Quality Validation is quite difficult to grasp and operationalize. But there is a general consensus that, however defined in a society, institutions of higher education must strive to achieve and sustain the highest possible Institutional Education Quality standards. In order to do so, they should be able to establish mechanisms to identify and meet societal needs, engage in systematic analysis to discover their own strengths, weaknesses and opportunities, make the best use of their resources, renovate their curricula and teaching-learning methods periodically to be at the frontier of knowledge, establish trustworthy evaluation procedures at all levels, introduce permanent staff development programmes and define the obstacles they have to face. The question of quality Education Quality Recognition related to, but not entirely dependent on, the availability of financial resources. Education Quality Accreditation cannot be measured only by quantitative parameters such as students/staff ratios, capacity of lecture rooms, laboratories, libraries, etc. Academic Quality Validation parameters such as academic and pedagogical competence of teaching staff, capacity to meet social demands and needs, ethical/moral aspects, degree of students' satisfaction, contribution to cultural and civic development, working and employment conditions of staff and academic mobility, should also be considered in the Education Quality Recognition.