Abstract
Approaches to the recognition of programmes and qualifications should focus on learning, not on comparisons of curriculum content, duration of studies, or the human and physical resources devoted to teaching. A survey of quality assessment agencies in the Europe Region reveals their similarities and differences and how they might contribute to recognition. As a case study, the approach of the Council for National Academic Awards of the United Kingdom for obtaining recognition of the degrees of polytechnics is described. Its work depended on its being reactive, not prescriptive, on transparency, and on developing peer networks. Some threshold indicators for recognition are proposed.
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