QUALITY AND RESEARCH ASSESSMENT IN THE EUROPEAN HIGHER EDUCATION AREA

Abstract

Twenty years have passed from the Sorbonne Declaration in 1999 to the current day, atimeframe in which we have seen the incredible changes that have happened in higherschool systems in numerous nations of the world, explicitly the nations having a place withthe European Higher Education Area (EHEA).Four nations began by marking the 1999 Declaration, today there are now forty-eightnations associated with the EHEA.In this article, a visit through the achievements that have been forming and plying the EHEAis made, resolving the most pertinent issues tended to in the various gatherings of thepriests of advanced education. Then, we will stop at quite possibly the most important pointerof the EHEA: the quality affirmation frameworks that, in light of the Bologna Process, havebeen conveyed both at the supranational and public levels. We will make an outlineof the execution of instructive quality in the nations.At long last, we will considerthe effect that the viewpoint of instructive quality has had in the nations of theEuropean Higher Education Area.