Accreditation
Scope
Our accreditation services are designed for higher education institutions, educational centres and professional bodies, covering both full study programmes and flexible learning pathways such as micro-credentials and continuing professional development.
If you wish to explore which type of accreditation best fits your needs, MCQA can support you in selecting the most appropriate pathway and planning the next steps.
Main Types of Accreditation Offered
MCQA’s programme accreditation confirms that a study programme meets clearly defined academic and professional international standards, and that students achieve relevant and verifiable learning outcomes.
We accredit:
We also accredit Technician and Technologist programmes in the engineering domain.
Key dimensions typically covered include:
We accredit:
- Bachelor’s programmes
- Master’s programmes
- Doctoral programmes (PhD / professional doctorates)
We also accredit Technician and Technologist programmes in the engineering domain.
Key dimensions typically covered include:
- Programme design, structure and coherence
- Intended learning outcomes and their alignment with national and international frameworks
- Teaching, learning and assessment methods
- Academic staff profile and staff development
- Learning resources and student support
- Links with the labour market, professions and society
- Quality assurance and continuous improvement mechanisms
In response to the growth of flexible learning, upskilling and reskilling, MCQA offers accreditation for:
Our approach is aligned with emerging international frameworks for micro-credentials and focuses on:
- Micro-credentials
- Short programmes and modular offerings
- Continuing professional development (CPD) courses
Our approach is aligned with emerging international frameworks for micro-credentials and focuses on:
- Clear definition of learning outcomes, workload and level
- Transparent information for learners and employers
- Robust assessment and verification of learning
- Quality of teaching staff and learning resources
- Recognition and stackability towards larger qualifications, where applicable
Beyond individual programmes, MCQA conducts external reviews of internal quality assurance systems at institutional or faculty level.
These reviews aim to:
Typical areas addressed include:
Institutional reviews can lead to institutional accreditation or quality labels, depending on the framework agreed with national authorities and the institution.
These reviews aim to:
- Assess the effectiveness and maturity of internal quality assurance processes
- Support compliance with national and international standards for internal QA
- Promote a culture of evidence-based decision making and continuous enhancement
Typical areas addressed include:
- Quality policy and strategic management
- Programme development and approval procedures
- Monitoring, evaluation and use of data
- Student participation and stakeholder involvement
- Staff recruitment, development and recognition
- Information management and transparency
Institutional reviews can lead to institutional accreditation or quality labels, depending on the framework agreed with national authorities and the institution.
Accreditation is not a one-off event, but part of a continuous quality cycle.
For this reason, MCQA offers:
These processes are designed to:
For this reason, MCQA offers:
- Preliminary accreditation review
- Re-accreditation / renewal of accreditation at the end of the accreditation period
- Follow-up reviews to monitor the implementation of recommendations
- Enhancement-oriented reviews, focused on specific themes (e.g. digitalisation of teaching, student-centred learning, inclusion and diversity, internationalisation)
These processes are designed to:
- Encourage institutions to reflect, innovate and improve
- Document progress in a structured and transparent way
- Strengthen internal quality assurance and strategic development
Accreditation Domains
The Mediterranean Council for Quality and Accreditation (MCQA) works across a wide range of academic and professional fields, ensuring that each programme or micro-credential is evaluated in line with its specific profile and context.
MCQA provides accreditation in the following domains:
MCQA provides accreditation in the following domains:
- Arts and Humanities
- Social Sciences and Education
- Business, Administration and Law
- Natural Sciences and Mathematics
- Information and Communication Technologies (ICT)
- Engineering
- Agriculture, Forestry, Fisheries and Veterinary
- Health and Welfare
- Services
Process
All MCQA accreditation procedures follow a clear and transparent cycle, typically including
- Application and eligibility check
- Self-evaluation report prepared by the institution or body
- External expert review, including site visit or online visit
- Accreditation report with findings and recommendations
- Decision by the decision-making body
- Follow-up and, where relevant, continuous improvement plans
Throughout this cycle, MCQA acts as an independent, external partner, combining rigour with constructive dialogue and practical guidance.
Criteria & Guidelines
All MCQA accreditation procedures are outcome-based and aligned with internationally recognised quality assurance principles. Our criteria are organised into six transversal areas, applicable to all domains and types of programmes, and complemented by domain-specific requirements.
Transversal (General) Criteria:
1.1 Educational needs of the labour market and other stakeholders
The programme is designed in response to clearly identified needs of the labour market, professions, society and other relevant stakeholders, who are actively consulted and involved.
1.2 Programme aims
The programme aims are clearly formulated, publicly available and consistent with the mission and strategy of the institution, as well as with national and international reference frameworks.
1.3 Programme outcomes
Intended learning outcomes are explicit, measurable and aligned with the programme aims and qualification level, describing what graduates are expected to know, understand and be able to do.
The programme is designed in response to clearly identified needs of the labour market, professions, society and other relevant stakeholders, who are actively consulted and involved.
1.2 Programme aims
The programme aims are clearly formulated, publicly available and consistent with the mission and strategy of the institution, as well as with national and international reference frameworks.
1.3 Programme outcomes
Intended learning outcomes are explicit, measurable and aligned with the programme aims and qualification level, describing what graduates are expected to know, understand and be able to do.
2.1 Teaching and learning process
Teaching and learning methods are appropriate for achieving the intended learning outcomes, promote active and student-centred learning, and support the development of both professional and transversal competences.
2.2 Assessment of students’ learning
Assessment methods are valid, reliable and transparent, and they consistently verify the achievement of learning outcomes, including both knowledge and skills.
2.3 Planning of the learning process
The learning process is coherently planned over the full duration of the programme, with a logical progression of courses, adequate workload, and a realistic balance between theory, practice and independent study.
2.4 Management of the learning process
The organisation and coordination of the learning process are effective, ensuring clear responsibilities, timely information for students, and smooth operation of all academic activities.
Teaching and learning methods are appropriate for achieving the intended learning outcomes, promote active and student-centred learning, and support the development of both professional and transversal competences.
2.2 Assessment of students’ learning
Assessment methods are valid, reliable and transparent, and they consistently verify the achievement of learning outcomes, including both knowledge and skills.
2.3 Planning of the learning process
The learning process is coherently planned over the full duration of the programme, with a logical progression of courses, adequate workload, and a realistic balance between theory, practice and independent study.
2.4 Management of the learning process
The organisation and coordination of the learning process are effective, ensuring clear responsibilities, timely information for students, and smooth operation of all academic activities.
3.1 Teaching staff
The academic staff profile is adequate in size, qualification and experience to deliver the programme, with opportunities for continuous professional development.
3.2 Facilities and support staff
Physical and digital facilities, laboratories, libraries and support staff are sufficient and appropriate for the delivery of the programme and achievement of learning outcomes.
3.3 Financial resources
Financial resources are sustainable and sufficient to support the long-term delivery and development of the programme.
3.4 Student support services
Students have access to effective support services, including academic advising, career guidance, counselling and other relevant services.
3.5 Partnerships
Relevant partnerships with employers, professional bodies, other educational institutions and stakeholders contribute to the quality, relevance and development of the programme.
The academic staff profile is adequate in size, qualification and experience to deliver the programme, with opportunities for continuous professional development.
3.2 Facilities and support staff
Physical and digital facilities, laboratories, libraries and support staff are sufficient and appropriate for the delivery of the programme and achievement of learning outcomes.
3.3 Financial resources
Financial resources are sustainable and sufficient to support the long-term delivery and development of the programme.
3.4 Student support services
Students have access to effective support services, including academic advising, career guidance, counselling and other relevant services.
3.5 Partnerships
Relevant partnerships with employers, professional bodies, other educational institutions and stakeholders contribute to the quality, relevance and development of the programme.
4.1 Rules governing the students’ academic career
Regulations governing admission, progression, assessment, recognition of prior learning, transfer and graduation are clear, transparent and consistently applied.
4.2 Entrance students
Admission criteria and procedures ensure that incoming students have the background and potential needed to succeed in the programme, and are aligned with its level and profile.
4.3 Student assessment
The system of student assessment throughout the programme supports fair decisions on progression and graduation, based on verified achievement of learning outcomes.
4.4 Student progression
Student progression, retention and completion rates are monitored and analysed, and appropriate measures are taken to support student success.
Regulations governing admission, progression, assessment, recognition of prior learning, transfer and graduation are clear, transparent and consistently applied.
4.2 Entrance students
Admission criteria and procedures ensure that incoming students have the background and potential needed to succeed in the programme, and are aligned with its level and profile.
4.3 Student assessment
The system of student assessment throughout the programme supports fair decisions on progression and graduation, based on verified achievement of learning outcomes.
4.4 Student progression
Student progression, retention and completion rates are monitored and analysed, and appropriate measures are taken to support student success.
5.1 Policy and processes for the quality assurance of programmes
There is a clear institutional policy and defined processes for the internal quality assurance of programmes, aligned with recognised external quality assurance principles.
5.2 Management system of the programme
The programme is managed through an effective governance and decision-making structure, with clear responsibilities and systematic use of evidence and feedback.
5.3 Programme review and development
The programme is subject to regular monitoring and periodic review, involving stakeholders, with documented actions taken to enhance its quality and relevance.
There is a clear institutional policy and defined processes for the internal quality assurance of programmes, aligned with recognised external quality assurance principles.
5.2 Management system of the programme
The programme is managed through an effective governance and decision-making structure, with clear responsibilities and systematic use of evidence and feedback.
5.3 Programme review and development
The programme is subject to regular monitoring and periodic review, involving stakeholders, with documented actions taken to enhance its quality and relevance.
The programme is delivered in line with principles of academic integrity, professional ethics, inclusion and non-discrimination, and actively integrates sustainability considerations – environmental, social and economic – in its aims, content and practices.
Domain-Specific Requirements
In addition to these transversal criteria, MCQA applies field-specific requirements tailored to each accreditation domain (e.g. Engineering, Health and Welfare, Business, ICT, etc.). These focus primarily on domain-specific learning outcomes, including:
- Technical and professional competences particular to the field
- Use of relevant methods, tools, technologies and standards
- Compliance with professional, ethical and regulatory requirements
- Alignment with current and emerging developments in the discipline and labour market
By combining this structured set of general criteria with domain-specific expectations, MCQA ensures that each accreditation decision is outcome-based, comparable across fields, and sensitive to the particularities of the programme’s domain.