THE ROMANIAN AGENCY FOR QUALITY ASSURANCE IN HIGHER EDUCATION
Member of the European Association for Quality Assurance in Higher Education – ENQA
Listed in the European Quality Assurance Register for Higher Education – EQAR

Quality Assurance Review
for Higher Education
External Quality Assurance in Moldovan Higher Education in Challenging
Conditions: What We Learned during the Pandemic
Elena Petrov
Quality Assurance Review for Higher Education, Vol. 12, No. 1 – 2, 2022, pp. 131– 147

Published by: The Romanian Agency for Quality Assurance in Higher Education - ARACIS
Place of publication: Bucharest, Romania
Publication type: printed, online
ISSN: 2066 - 9119, 2069 - 2188 (online)
Address: Bd. Mărăști, no. 59, sector 1, Bucharest, Romania, postal code 011464
Phone: +40 21 206 76 00; Fax: +40 21 312 71 35
E-mail: qar@aracis.ro
Web page: https://www.aracis.ro/en/qar-magazine-current-issue/
Quality Assurance Review for Higher Education is edited from ARACIS own funds and, at thisstage, also contributes to the sustainability of the project “The development and the consolidationof quality culture at Romanian higher education system – QUALITAS”, POSDRU Agreement
155/1.2/S/141894.
All rights reserved. No part of this Review may be reproduced in any form without written permission
from the Editor. The request may be sent to the Editor by e-mail, at: secretariat@aracis.ro
The responsibility for the content of their contributions belongs to the authors.
The content of this material does not necessarily represent the official position of ARACIS.

Vol. 12, No. 1 – 2, December 2022

Quality Assurance Review

FOR HIGHER EDUCATION

External Quality Assurance in Moldovan Higher Education in
Challenging Conditions: What We Learned during the Pandemic

Elena Petrov		Vice President of the National Agency for			Quality Assurance in Education and Research			elena.petrov.ch@gmail.com

Abstract: The global crisis caused by the pandemic has significantly impacted
education systems and higher education institutions worldwide. The rapid and forced
transition to online and mixed learning, the lack or deficit of necessary resources,
and the lack or insufficiency of previous experiences in conducting online education
among teachers and students have transformed the teaching-learning-assessment
processes into real challenges, raising the same time, many quality questions.
This article describes ANACEC's activity in external quality assurance in extreme
conditions and lessons learned from its own experience. The main directions that the
Agency has followed and continues to follow, considering the recommendations at
the European level, in order to support an objective, transparent and developmentled external evaluation process are presented.
Keywords: online learning, e-learning, blended/ combined/ hybrid education, Moldova,
external quality assurance, quality evaluation, challenges, lessons learned

Introduction
The COVID-19 pandemic and the emergency conditions caused and stimulated
the reconsideration of the teaching-learning-assessment processes with their rapid
reconfiguration, including in higher education institutions worldwide. The urgent
need to invest in new technologies and modernize the ICT infrastructure hasmaterialized in targeted actions of universities, conditioning and accelerating theirdigital transformation. The organization, in the conditions of lockdown of the study
process only in the online format, was a platform for experimentation with the use of
new tools and enrichment, thus being an impetus for innovation and digitalization.
Even if things have returned to normal, many teachers opt for blended or hybrid
learning that combines face-to-face learning with online learning, the proportion
being established according to the specifics of the course unit and the conditions of
the regulatory framework in force. New realities have motivated us to reevaluate theopportunities offered by e-learning. It is evident that in virtual and hybrid learningmodels, virtual learning, through its greater flexibility, can influence and improve131Quality Assurance Review

FOR HIGHER EDUCATION

External Quality Assurance in Moldovan Higher Educationin Challenging Conditions: What We Learned during the Pandemic

the student experience. If, in the beginning, it was often improvised, now is thetime to develop sustainable online learning platforms directly, applicable in various
situations. Furthermore, this becomes particularly relevant if we consider that "weare only at the beginning of the digital transformation"1. In this context, the concern
for ensuring the quality of processes becomes a priority for the National Agency for
Quality Assurance in Education and Research (ANACEC), the Moldovan authority
responsible for the external evaluation of study programs and institutions. This
paper presents an overview/review of the ANACEC case study during the pandemic,
correlated with development trends in the field and the current research context. We
will briefly introduce European and global online education and quality assurance
policies. We will describe how the Republic of Moldova's national policy responded
to the pandemic's challenges, how the new reality influenced higher education
institutions, and what measures and tools were used. The Agency's approach toexternal evaluation in pandemic conditions will be described, highlighting the newrole of the Agency in the external quality assurance process, the new key elementsthat have been applied in the national external evaluation process, as well as what
updates have been performed in the regulatory framework of ANACEC. Finally, we
will present the lessons learned that are the result of discussions within the Agency
and with relevant stakeholders, which could form the basis of future reflection andaction for ANACEC staff.

European and Global Trends
The literature uses various synonymous or attached meanings to describe online
education2. The concept of online learning is defined by highlighting the essential
elements. Thus, online learning is considered the education offered with the Internet
for teaching content and improving synchronous or asynchronous learning activities,
as well as learning that does not depend on the student’s location, whether physicalor virtual (Singh & Thurman). Digital transformations have gradually led to digitalpedagogy (Greenhow & Staudt, 2020), which promotes the application of various
pedagogical approaches complementary to technologies.
The role of digital and mixed education for the EHEA was emphasized at themeetings of ministers responsible for higher education in Paris (2018) and Rome(2020), recognizing the opportunities offered by digitalization for education andits potential to transform the way higher education is provided. However, giventhat digitization does not offer a solution that would suit everyone, the need to
1
2

Finding of the participants in the webinar The new online learning imperative. 31 of January2022, https://www.usnews.com/news/live-events/the-new-online-learning-imperative
Distance learning, e-learning, electronic/ digital education, online/ virtual learning,
blended/ hybrid/ combined education/learning, etc. (Singh & Thurman, 2019, https://eric.
ed.gov/?id=EJ1230523, Gritsova & Tissen, 2021, Huertas & comp., 2018).

132Vol. 12, No. 1 – 2, December 2022

Quality Assurance Review

FOR HIGHER EDUCATION

act creatively in the digital environment was mentioned. In this context, EHEA
member countries are committed to supporting national education systems anduniversities "in using digital technologies for learning, teaching and assessment, as
well as for academic communication and research” to invest in "developing digitalskills and competencies for all" (Rome, 2020), "to make better use of digital andmixed education, with appropriate quality assurance" (Paris, 2018).
The pandemic has stimulated interest in online learning in higher educationworldwide, with a substantial increase in research in the field3. The literature
review shows that online learning is implemented differently by higher education
institutions, which were creative in the pandemic period, testing and applying
various tools and methods to promote online education, including support forteachers and students (e.g. digimentor4, Digimentor Network5). Support services
have proven particularly useful given that teachers and students "were forced tolearn new technologies and to adjust quickly to new approaches to learning andteaching” (Xiangha & Stern, 2022). Today it is evident that:• Both face-to-face and online education are present in higher education. Their"natural development" includes education in the combined, mixed or hybrid
formula, education that "activates innovation" (EADTU and ENQA, 2017, p.11).
• Mixed and online education is more than copying campus-based teaching in an
online environment; it also requires an appropriate course design to optimize
learning.
• Face-to-face learning environments need to be expanded with mixed and online
learning environments (EADTU and ENQA, 2017, p.7).
• Common digital approaches are needed to increase recognition, mobility, andquality assurance.
Ensuring the quality of training in online/ e-learning and/or mixed/ combined/ hybrid
format was and is the focus of researchers, who identified the dimensions needed
3

4

5

According to the study (Ling, Xueqin & comp., 2022. https://bera-journals.onlinelibrary.
wiley.com/ action/doSearch?ContribAuthorRaw=Carter%2C+Richard+Allen) between January
2020 and August 2021, researchers from 103 countries and regions in 1061 published papers
investigated a wide range of topics relevant to online learning, such as the design, delivery,
and evaluation of online teaching and learning, the use of different technologies and strategies,
redesigned curriculum, student perceptions and the psychological impact of e-learning imposedby the pandemic.
Position with distinct responsibilities to encourage university subdivisions to consider the
benefits of digitization, to provide support for the use of digital tools and to disseminate goodpractices in the field.
Network set up in January 2019 to support the new community of Tampere Universities as a peer
support network promoting digitalization within them, https://sites.tuni.fi/digitaltoolkit/

133

Quality Assurance Review

FOR HIGHER EDUCATION

External Quality Assurance in Moldovan Higher Educationin Challenging Conditions: What We Learned during the Pandemic

to be assessed in the evaluation of those programs6. The NAHE report (Grifoll,
Huertas & comp., 2010) suggests that the quality criteria applied to e-learning andtraditional campus-based education should be the same.
After the approval of the Standards and guidelines for quality assurance in theEuropean Higher Education Area (ESG, 2015), researchers support the idea ofusing these standards in the external evaluation of study programs regardless ofform (e-learning, online, mixed/ hybrid), considering them fully applicable. The
European Association of Distance Learning Universities (EADTU) and ENQA
supported this idea after examining the development of mixed and online programsin European higher education from a quality assurance perspective as part of apeer-to-peer learning activity. Considering the use of new pedagogies, new forms ofcurriculum, good online learning environment, the right balance is sought between
face-to-face and online education (EADTU and ENQA, 2017). The 13th European
Quality Assurance Forum Broadening the scope of QA (2018), formulated the key
issues to be addressed from the perspective of quality assurance for each ESG
standard. In this context, the need for quality assurance agencies to adapt their
methodologies and procedures applied is mentioned.

National Trends
In the Republic of Moldova, distance education is accepted for bachelor’s andmaster’s degree studies (Education Code, art. 78). This legal provision was detailed
in the Framework Regulation on the organization and conduct of distance higher
education (Order of the Ministry of Education no. 474 of 24.05.2016), which
establishes the general rules for distance education organization, management,
admission, curricular support requirements, technical-material endowment, financing.
In addition, the initiation of distance higher education programs is conditioned byobtaining the authorization for provisional operation from ANACEC, as well as by
the existence in the requesting institution of the respective program accredited forfull-time education.
The institutional structures for quality assurance are responsible for the internal
evaluation of the quality of distance learning programs. The external evaluation iscarried out by ANACEC or another quality assurance agency registered in EQAR.
6

E.g.: The general framework on e-learning quality (Ehlers & Pawlowski, 2006) includes 5
broad categories for the evaluation of study programs (1. Infrastructure provision, 2. Technicalstandards, 3. Content development, 4. Accessibility and pedagogical practices, 5. Institutional
development), detailed in 17 subcategories. https://link.springer.com/book/10.1007/3-54032788-6. To ensure the quality of online and mixed education, the E-xcellence tool (http://excellencelabel.eadtu.eu ) was developed. It includes a set of benchmarks grouped into six
categories: 1. Strategic management (5 benchmarks), 2. Curriculum design (4), 3. Course design(9) 4. Course delivery (6) 5. Staff support (6) 6. Student support (5). The eLearning QA checklist,
proposed by Tucker C. (Tucker, 2022), is structured into four categories: 1. Functionality anduse, 2. Visual design, 3. Animation, video and synchronization, 4. Accessibility. https://www.
learningguild.com/publications/159/elearning-quality-assurance-checklist/

134Vol. 12, No. 1 – 2, December 2022

Quality Assurance Review

FOR HIGHER EDUCATION

The methodological framework applied by ANACEC in the external evaluation
does not include specific provisions for distance or mixed/ hybrid education, theexternal evaluation procedure and the stages designed for evaluating the quality of
study programs being applied for all forms. It should be noted that, so far, higher
education institutions in the country have yet to request an external evaluation toauthorize the provisional operation of distance learning programs.
The evolution of the pandemic has affected the whole national education system,
which passed through a general lockdown (March-April 2019), a long suspensionof the educational process, and an ongoing pandemic reality. During the years
2020-2021, universities and educational institutions of all levels operated underrestrictive conditions. The study process was organized, either entirely at a distanceor in a mixed format, with a higher share of online activities (teaching-learningassessment), compared to those carried out through direct contact. The newconditions revealed similarities with other countries' key findings (UNESCO, 2021,
pp. 2-5), in particular (1) the presence of imperfect technologies, (2) uncertainty andlack of experience regarding the management and organization of distance teachingas well as distance/hybrid internal quality assurance.
To minimize the result of the evolution of the epidemiological situation and to support
universities, the relevant Ministry elaborated the Framework Recommendations
for organizing online teaching activities in higher education institutions during
the suspension of the educational process in the study rooms (Order no. 366 of
22.03.2020). Thus, universities have delegated the right to decide on how toorganize online teaching activities considering several factors: the decision of theteacher, technological possibilities, information systems available for teachers andstudents, the specifics of planned teaching activities and the field. The Ministry
recommended to the institutions the establishment of Coordination Groups of online
teaching activities at the university level, empowered with distinct responsibilities,
including providing digital solutions, counselling, necessary technical support andassistance to teachers and students in the transition to online communication andteaching. The administration of the departments was empowered to organize theelaboration of the course materials in digital format. It was also recommended
to universities: (1) to ensure the use of available digital content management
platforms: Moodle, Cisco, Virtual Laboratories, Chemcraft, etc.; (2) to rethink theassessment methods according to the specifics of the program and the course and thepossibilities of the institution; (3) to adapt to the online format the activities within
the internships. As a result, universities initiated the use of online communication
platforms (BigBuleButton, Zoom, Google Meet, Cisco Webex, etc.) in the processof teaching/learning/assessment, as well as the development and use of educational
platforms (Google Classroom, Moodle, Microsoft 365, etc.) with an emphasis on
the development of content. Special efforts were made to ensure video recordingof lessons/courses for various levels of education and provide free access for thoseinterested (https://educatieonline.md; https://learn.md; https://lectii.utm.md, etc.).
135

Quality Assurance Review

FOR HIGHER EDUCATION

External Quality Assurance in Moldovan Higher Educationin Challenging Conditions: What We Learned during the Pandemic

Material and financial support for processes was increased, and investments in thehuman factor were consolidated.
The forced and rapid transition to online education has raised several challenges:• The ability of the main actors to adapt quickly to the changes that have takenplace.
• New style and format of teaching-training-learning processes.
• Ensuring the objectivity of assessing the student's learning activity under new
conditions.
• Resources (material, human, didactic) available for online education.
• Access of teachers and students to new technologies.
• The level of digital skills development in using the online platforms and tools
needed to organize online training is diverse among teachers and students.
• Support provided by higher education institutions to teachers.
• Support services, including methodological, accessible, and functional under
new conditions for various categories of students.
• Identifying and implementing new resources meant to facilitate the learning
process (webinars, video tutorials, platforms for forums, etc.).
• Students' level of involvement, engagement, and communication, maintaining
their interest in online activities.

External Quality Assurance Activities
Like many other quality assurance agencies, ANACEC went through several phases:
lockdown, suspension of the external evaluation process, gradual relaxation of
restrictions, gradual resumption of work of employees in a particular mode, taking
care of their health, resumption of the process of external evaluation of higher
education programs from September 2019. Significant changes occurred in Agency'srole in external quality assurance due to several factors: the strategic need for QA
conceptualization for emergency conditions, responding promptly and accurately
to the needs of educational institutions, adapting the external quality assessment
procedure to the new conditions, ensuring its effectiveness, re-plan external quality
assurance processes, define new formats for visiting educational institution.
Under the new conditions caused by the pandemic, operative interventions in the
Methodology of external evaluation applied by the Agency in evaluating study
programs were impossible. Thus, ANACEC organized such activities, applying
the procedure in force, but with emphasis on several aspects about which theuniversities were informed, including:• submission of self-evaluation reports and supporting materials in electronic
format as a mandatory condition for all applicants for external evaluations,• strict requirements regarding the functionality and comprehensiveness of theinstitutional web pages as an essential source of information for the potential
beneficiaries, but also for the members of the external evaluation panels whenidentifying and verifying the evidence,136

Vol. 12, No. 1 – 2, December 2022

Quality Assurance Review

FOR HIGHER EDUCATION• ensuring the access of ANACEC evaluators to the self-evaluation reports andthe related documents online after signing the Confidentiality Agreement and the
Declaration of their responsibility regarding the absence of conflicts of interest,• partial modification of the format of visits to institutions of external evaluation
panels by:– reducing the direct contact of evaluators with people from the institutions
involved in the external evaluation process,– limiting to two the number of members of the external evaluation panel
empowered to go to the institution,– carrying out the activities specific to the evaluation visit, partially in the online
format,• video and audio interaction with representatives of higher education institutions
and beneficiaries of higher education programs as a mandatory element insynchronous online external evaluation activities,• conducting working meetings of external evaluation panels, as well as interviews
with various target groups in universities online using various distancecommunication platforms agreed with higher education institutions (e.g., Cisco
Webex, Google Meet and BigBlueButton),• organizing meetings of the Profile Committee for Higher Education and theGoverning Board in the online format.
That formula was applied in all external evaluations organized in 2020-2021.
At the same time, efforts were made to consolidate human resources on quality
assurance issues using online opportunities. For this purpose, numerous webinars
for various categories were organized. Given the crucial role of the experts in theexternal evaluation process managed by ANACEC, special attention was paid totheir continuous information and training, an activity carried out by the provisionsof the Methodology for training the expert evaluators of ANACEC, but exclusively
in the online format. Thus, during 2020, the ANACEC staff developed thecurriculum and curricular support for a training course External quality evaluationof bachelor’/ integrated and master’s degree programs (3 ECTS credits), whichaims not only to train but also to develop and strengthen the external evaluation
skills of evaluators. In 2022 the ANACEC staff provided this course in three
sessions expanding the list of beneficiaries to 94 external experts, 56 teachers and132 students from universities. Moreover, ANACEC is focused on developing
its regulatory framework, elaborating Recommendations for ANACEC experts
regarding the external quality evaluation of online and mixed study programs. New
notions and phrases have been introduced: "remote evaluation”, "remote evaluation
technology”, "asynchronous technologies”, "synchronous technologies”, "virtual
evaluation environment”, etc.
At the higher education level, ANACEC applies ten quality assurance standards
that correspond to ESG (2015). Each of them is characterized by a set of criteria,
137

Quality Assurance Review

External Quality Assurance in Moldovan Higher Educationin Challenging Conditions: What We Learned during the Pandemic

FOR HIGHER EDUCATION

performance indicators and evaluation standards described in the External
Evaluation Guidelines for higher education cycles, developed by the Agency
and implemented after approval by the Governing Board. Furthermore, based on
the recommendations in the field at the European level, the Recommendations
mentioned above for ANACEC experts provide a list of additional specific aspects
per standards to be considered in the evaluation of online programs, facilitating themission of external evaluators, as follows:
ESG/ National accreditation standard 1. Policy for quality assurance
Criteria

Performance indicators

1.1. The legal-normative
framework for the operation of
the program
1.2. Strategies, policies andinternal quality management

1.1.1. The legal status of the institution vs. the realization of
the study program
1.2.1. Quality assurance strategy and educational policy
1.2.2. Organization, application and effectiveness of theinternal quality assurance system

Specific aspects of being evaluated:• Reflection on the policies and institutional normative framework of the aspects
related to the realization of the didactic process in online, mixed or hybrid format
during the pandemic period.
• The application by the evaluated institution through appropriate structures of aclear internal policy to ensure the quality of the educational process, considering
the new format.
• Implementing a distinct policy at the institutional level to ensure data protection,
academic integrity, and ethical behaviour.
ESG/ National accreditation standard 2. Design and approval of programs
Criteria

Performance indicators

2.1. Design and approvalof the study program

2.1.1. General framework for designing the study program

2.2. Content of the study
program

2.1.2. Connecting the study program to the National Qualifications
Framework
2.2.1. Mission and objectives of the study program
2.2.2. The study plan
2.2.3. Discipline curricula
2.2.4. Relevance of the study program

Specific aspects of being evaluated:• The existence at the institutional level of a clear strategy for digital innovation of
the program.
• The level of expertise of the teachers involved in the curriculum design for the
program.
138

Quality Assurance Review

Vol. 12, No. 1 – 2, December 2022

FOR HIGHER EDUCATION• The extent to which the needs of students are considered in the digital innovation
process of the program.
ESG/ National accreditation standard 3. Student-centred learning, teaching andassessment
Criteria

Performance indicators

3.1. The teaching-learning
process

3.1.1. Forms of organizing the teaching-learning process
3.1.2. Student-centered teaching-learning methods
3.1.3. Use of ICT tools in the teaching-learning-assessment process
3.1.4. Academic calendar and study process schedule
3.2.1. Organizing internships
3.2.2. Collaboration agreements to carry out internships
3.3.1. Organizing the process of assessing academic results
3.3.2. Organizing the process of assessing internships

3.2. Internships
3.3. Assessment of
academic results

Specific aspects of being evaluated:• To what extent the methods and forms of organizing the online and mixed
teaching-learning-assessment process selected, and applied to the study program,are adequate for the acquisition by students of the expected learning outcomes?
• Diversity and efficiency of ICT tools/ educational platforms used in teaching,learning, and assessment of learning outcomes online or in a mixed way.
• Peculiarities in carrying out distance internships.
• To what extent and how the institution provides information/ training to students
on the organization/ implementation of online education and the peculiarities of
behaviour in the virtual environment?
Existence and functionality of the anti-plagiarism system used.
ESG/ National accreditation standard 4. Student admission, progression,
recognition. and certification
Criteria

Performance indicators

4.1. Admission of students

4.1.1. Recruitment and admission of students
4.1.2. Access for disadvantaged groups to studies

4.2. Student progress

4.2.1. Student promotion
4.2.2. Academic mobility

4.3. Recognition andacquisition of certifications

4.3.1. Awarding the title and issuing the diploma

Specific aspects of being evaluated:• Existence and functionality of the e-Admission system.
• Availability of student support services.
139

Quality Assurance Review

External Quality Assurance in Moldovan Higher Educationin Challenging Conditions: What We Learned during the Pandemic

FOR HIGHER EDUCATION• Mechanisms are applied at the institutional level to monitor student promotion,
dropout, and graduation rates.
• The institution takes preventive actions based on the analysis of collected data.
• Provided opportunities for virtual student mobility.
• Accessibility of data in the institutional information system.
ESG/ National accreditation standard 5. Teaching staff
Criteria

Performance indicators

5.1. Recruitment andadministration of academic
staff

5.1.1. Planning, recruitment, and administration of academic
staff

5.2. Academic staff
development

5.2.1. Academic staff development strategies/policies/measures

5.1.2. Professional qualification of academic staff

5.2.2. Planning and carrying out the methodical activity of theacademic staff
5.2.3. Evaluation of academic staff

5.3. Scientific researchand innovation activity ofacademic staff

5.3.1. Planning and supporting the scientific research andinnovation activity of the academic staff
5.3.2. Carrying out and monitoring the scientific research andinnovation activity of the academic staff
5.3.3. Capitalization of the results of the scientific research andinnovation activity of the academic staff in the context of thestudy program

Specific aspects of being evaluated:• Adequate tools to ensure that the professional qualifications of the employed
academic staff correspond to the study program's field and the teachers' profile
to the delegated responsibilities.
• Adequate and accessible technological and pedagogical support services forteachers.
• Informing/ training teachers regularly organized, with increased attention to
newcomers.
• Realization of the online editing plan of the curricular supports and of the resultsof the activity of scientific research, innovation and technological transfer to theprogram.
• Opportunities provided for the conduct of teacher virtual mobility.
• Participation of academic staff from the study program in scientific/ community
research projects and national and international online scientific events, etc.
140

Quality Assurance Review

Vol. 12, No. 1 – 2, December 2022

FOR HIGHER EDUCATION

ESG/ National accreditation standard 6. Learning resources and student
support
Criteria

Performance indicators

6.1. Administrative andauxiliary staff

6.1.1. Planning and coordinating the activity of administrative
and auxiliary staff

6.2. Material and learning
resources

6.2.1. Existence and use of educational and research spaces
6.2.2. Endowment and accessibility of educational and research
space
6.2.3. Endowment, development, and accessibility of the libraryfund for the study program
6.2.4. Students’ assurance and access to curricular support

6.3. Financial resources

6.3.1. The financial means allocated to the educational andresearch process of the study program
6.3.2. Tuition fees and scholarships for the study program

6.4. Social insurance forstudents

6.4.1 Providing students with dormitory

Specific aspects of being evaluated:• Characteristics of the virtual learning environment established in the institution.
• To what extent the technical infrastructure developed in the institution ensures
the accessibility of programs for all students, including those with special
educational needs?
• Providing the study program with administrative and auxiliary staff.
• Ensuring the didactic and research process in the program with virtual laboratories,
virtual simulators, etc.
• Measures are implemented to ensure electronic security, integrity and validity of
information, and quality.
• Providing students with literature and updated curricular support in physical anddigital format and their accessibility.
• Students’ access to the funds of the Institutional Repository and International
Scientific Databases, etc.
• Financial resources are allocated to develop online learning.
ESG/ National accreditation standard 7. Information management
Criteria

Performance indicators

7. 1. Access to information

7.1.1. Information management and access of students andemployees to information on the study program

7.2. Databases

7.2.1. Establishment and access to the study program database141

Quality Assurance Review

FOR HIGHER EDUCATION

External Quality Assurance in Moldovan Higher Educationin Challenging Conditions: What We Learned during the Pandemic

Specific aspects of being evaluated:• Implementing the university management information system (SIMU) within
the higher education institution.
• Ways of collecting data at the institution/ study program level and using theiranalysis results to improve quality continuously.
• Types of information in databases and ways of access by students and employeesof the study program.
ESG/ National accreditation standard 8. Public information
Criteria

Performance indicators

8.1.1. Website of the institution / study program
8.1. Transparency of
information of public interest
regarding the study program 8.1.2. Transparency of information regarding the activity of thedepartment/chair/study program

Specific aspects of being evaluated:• Design and functionality of the institutional website.
• The content of the information of public interest regarding the study program isplaced on the website of the educational institution/ faculty/ department/ chair.
• Periodicity of updating the information on the institution’s website.
ESG/ National accreditation standard 9. Ongoing Monitoring and periodic
review of programs
Criteria

Performance indicators

9.1. Procedures for regular
Monitoring, evaluation andreview of the study program

9.1.1. Monitoring and reviewing the educational offer and thestudy program
9.1.2. Monitoring the teaching-learning-assessment processes
9.1.3. Existence and application of self-evaluation procedures ofthe study program
9.1.4. Evaluation of the study program by students, graduates,
employers and other beneficiaries
9.2.1. Mechanisms for recording the employment and evolutionof graduates from the study program in the field of work
9.2.2. Career guidance activities and the competitiveness ofgraduates in the labour market

9.2. Employment

Specific aspects of being evaluated:• The efficiency of the process of Monitoring and periodic review of the newformat program.
• The ways of Monitoring and improving the teaching-learning-assessment
activities within the online program.
• Mechanism in place to monitor the quality of the virtual learning environment.
142

Quality Assurance Review

Vol. 12, No. 1 – 2, December 2022

FOR HIGHER EDUCATION• Ways to identify, process and analysis the students’ opinions regarding theteaching-learning-assessment activities and the content of the online study
program.
• Ensuring feedback for stakeholders based on the analysis of the questionnaire
results is an indispensable element of the internal quality assurance system.
• Evidence of employment and professional development of graduates of the study
program in SIMU.
• ICT tools used in the professional orientation of high school students.
ESG/ National accreditation standard 10. Cyclical external quality assurance
Criteria

Performance indicators

10.1. External quality
assurance

10.1.1. Implementation of the provisions and recommendationsof the Ministry of Education and Research and of the relevant
ministries
10.1.2. Implementation of observations, recommendations
and decisions formulated based on external evaluation by the
ANACEC/ other quality assurance agencies

Specific aspects of being evaluated:• Implementation of the E-management system of secretarial activities.
• Institutional procedures for communicating, executing, and monitoring theprovisions and recommendations of the MER and the relevant ministries
concerning the study program under exceptional conditions.
During the restrictive period, some of the above-listed aspects have been evaluatedand analyzed by experts in the external evaluation of study programs. However, theelaborated recommendations with a more detailed list of relevant aspects per eachstandard are a valuable tool for a more objective and efficient external evaluationin higher education.

Lessons Learned
Indeed, online or mixed education implementation offered higher education
institutions new opportunities to try different formulas and identify new options. At
the same time, the process of external evaluation of online education in pandemic
conditions highlighted some critical issues regarding the quality of these processes.
Thus, the Moldovan universities have demonstrated a different level of preparation
for the provision of study programs in online and/ or mixed format, which was
influenced by available at the moment technological resources; the capacity ofteachers to integrate new teaching technologies with traditional ones; varied digitalskills among both students and teachers; level of information/ training for teachersand students; support services for students (tutoring, pedagogical/ technological/
administrative support) (UN Moldova, 2020). Meanwhile, considerable effort wasmade by institutions to progress and build step by step the quality in order to ensure
the efficiency of the provided services.
143

Quality Assurance Review

FOR HIGHER EDUCATION

External Quality Assurance in Moldovan Higher Educationin Challenging Conditions: What We Learned during the Pandemic

Nevertheless, the experience gained and the good practices tested along the way
still need to be studied and analyzed to determine what worked best, what did not,and why. Therefore, it is necessary to reflect on several topics and find answers toseveral questions, such as:
1.		What is the optimal correlation between online and face-to-face activities?
2.		What are the most recommended formulas for the student's full engagement in
the online or mixed training-teaching-learning-assessment process?
3.		How to assess the digital skills of teachers and students, crucial skills in the
online and mixed learning process?
4.		How to measure the level of increasing teachers’ competence in using appropriatetechnologies and tools at all stages of the online or mixed educational process,including course preparation, teaching, communicating with students, Monitoring
and assessing student learning, and providing constructive feedback?
5.		How to organize continuous training on these dimensions?
6.		How to ensure maximum efficiency and effectiveness in online, mixed/hybrid
education?
7.		How to ensure a comprehensive and fair external evaluation process in thechanging environment?
8.		How to ensure permanent transparency and correctness during virtual processes?
9.		How to ensure the maximum involvement and participation of all interested
stakeholders?
10. How to maximize the overall trust (of educational institutions and society ingeneral) in the external evaluation process and its results?
It is obvious that to support the changes promoted in the new conditions; continuous
investments are needed to develop institutional (material, technological, human,etc.) resources. Furthermore, the ways of student support should be differentiatedand adapted to their needs. Transparency of processes is another success factor.
At the same time, the level of accessibility of the higher education system fromthe perspective of the inclusion of all categories of disadvantaged young people(Agenda, 2030) must be permanently in the sights of all actors involved. At thesame time, Agencies for quality assurance "will need to continue their importantrole in supporting institutions in ensuring that their education provision is fit-forpurpose and meets the needs of all stakeholders" (Gover, 2020).

Conclusions
The current national regulatory framework is not friendly to the extension of mixed/
hybrid education. The decisions of the relevant Ministry that promoted online
learning during the period of restrictions ceased their action once Moldova returned
to normal conditions.
In Moldovan educational institutions, the comprehensive online learning formula
has yet to be appreciated by most students, and teachers, especially regarding thelevel of quality assured and the low level of communication (UN Moldova, 2020).
144

Vol. 12, No. 1 – 2, December 2022

Quality Assurance Review

FOR HIGHER EDUCATIONAt the same time, it is a common opinion that mixed/ combined/ hybrid education
should be applied in ordinary conditions. The courses that combine online and faceto-face teaching in various formulas seem attractive. Moreover, many researchers
in the field consider that mixed/ combined/ hybrid programs are the future of higher
education. In this context, traditional universities that intend to develop e-learningor provide mixed programs should guarantee the quality of the teaching-learningassessment processes and adapt their internal quality assurance systems for thispurpose.
In the same vein, ANACEC aims to consider the peculiarities of the mentioned formsof education in the external evaluation process and for this to detail the performanceindicators for each quality standard, thus ensuring the necessary preconditions fora transparent, objective, stimulating evaluation, oriented towards the development
and enhancement of study programs and educational institutions.
References
Education code no. 152, 17.07.2014. https://www.legis.md/cautare/
getResults?doc_ id=130514&lang=ro#
Advancing quality in European higher education: celebrating 20 years of
ENQA. Brussels: ENQA. 2020. https://www.enqa.eu/publications/advancingquality-in-european-higher-education-celebrating-20-years-of-enqa/
EADTU and ENQA (2017). Peer learning activity. The development of blended
and online programmes in European higher education. Issues of quality
assurance. https://eadtu.eu/documents/News/2017-PLA_report_24112017_
final.pdf.
Framework Recommendations for organizing online teaching activities
in higher education institutions, during the suspension of the educational
process in the study rooms (Order no. 366 of 22.03.2020). https://mecc.gov.
md/sites/default/files/ordin_act.didactice_online_universitati_0.pdf
Framework Regulation on the organization and conduct of distance higher
education. (Order of the ME no.474 of 24.05.2016). https://mecc.gov.md/sites/default/files/ordin_474_sin_24.05.2016.pdf
Gaebel, M. and Stoeber, H. One year of Covid-19: the impact on European
higher education. EUA. (2022). https://eua.eu/downloads/publications/
one%20year%20of%20covid19%20the% 20impact%20on%20european%20
higher%20education_final.pdf
Gover, A., External quality assurance in the time of COVID-19, (2020).
https://enqa.eu/wp-content/uploads/2020/05/Article_COVID-19-impact-onagencies.pdf
145Quality Assurance Review

FOR HIGHER EDUCATION

External Quality Assurance in Moldovan Higher Educationin Challenging Conditions: What We Learned during the Pandemic

Greenhow, C., Lewin, C., & Staudt Willet, K.B. (2020). Response to
COVID-19 across two countries: Critical examination of digital pedagogy
adoption. Technology, Pedagogy and Education, 30 (1), 7-25. HTTPS:// doi.
org/10.1080/1475939X.2020.1866654
Grifoll J., Huertas E., Prades A., Rodríguez S., Rubin Y., Mulder F., Ossiannilsson
E. (2010). Quality assurance of e-learning. ENQA Workshop report (14). https://www.enqa.eu/publications/quality-assurance-of-e-learning/
Gritsova, O.A. & Tissen, E.V. (2021). Quality assessment of Online Learning inregional Higher Education Systems. Ekonomica regiona (Economy of region),
17 (3), 929-943, https://doi.org/10.17059/ekon.reg.2021-3-15. (In Russ.))
Huertas E., Biscan I., Ejsing C., Kerber L., Kozlowska L., Marcos S., Lauri L.,
Risse M., Schörg K., Seppmann G. (2018). Considerations for quality assuranceof e-learning provision. ENQA, Occasional papers 26. https://www.enqa.eu/wpcontent/uploads/Considerations-for-QA-of-e-learning-provision.pdf
Martin Foerster, Anaïs Gourdin, Esther Huertas, Jana Möhren, Paula Ranne,
Roger Roca. Framework for the quality assurance of e-assessment. TeSLA.
(2019). https://www.enqa.eu/wp-content/uploads/D4.7-Framework-screenTeSLA-2606.pdf
Methodology for training the expert evaluators of ANACEC, https://www.
anacec.md/files/Methodology%20for%20training%20the%20expert%20
evaluators_ANACEC.pdf
Methodology of external quality evaluation for the authorization ofprovisional operation and accreditation of vocational education and training,higher education, and professional continuous training study programs andinstitutions (Government decision no. 616 of 18.05.2016), with updates.
https://anacec.md/files/Methodology%20for%20external%20evaluation.pdf
Mok, K. H., Impact of Covid-19 on higher education. Paper commissioned
for the World Higher Education Conference 18-20 May 2022. © UNESCO
2022.
Paris Communique. (2018). http://www.ehea.info/Upload/document/ministerial_
declarations /EHEAParis2018_Communique_final_952771.pdf
Recommendations for ANACEC experts regarding the external quality
evaluation of online and mixed study programs, (2022). www.anacec.md
Reflection Paper Towards a sustainable Europe by 2030, (2019). https://commission.europa.eu/sites/default/files/rp_sustainable_europe_30-01_en_
web.pdf146

Vol. 12, No. 1 – 2, December 2022

Quality Assurance Review

FOR HIGHER EDUCATION

Rome communique. 2020. http://www.ehea.info/Upload/Rome_Ministerial_
Communique.pdf
Standards and Guidelines for Quality Assurance in the European Higher
Education Area (ESG). (2015), Brussels, Belgium. http://www.enqa.eu/wpcontent/uploads/2015/11/ESG_2015.pdf
The new online learning imperative. Webinar, 31.01.2022. https://www.
usnews.com/news/live-events/the-new-online-learning-imperative
13th European Quality Assurance Forum Broadening the scope of QA.
15-17.11.2018.
https://eua.eu/downloads/publications/pp_session%206_
huertas_marcos_risse_seppmann.pdf
Xianghan, C. O "Dea, Stern, J. Virtually the same?: Online higher educationin the post Covid-19 era. (2022). https://doi.org/10.1111/bjet.13211
Zhang, L., Carter, R. Al. Jr., Yang, X. Q. S., Rujimora, J., Wen, S. Academia's
responses to crisis: A bibliometric analysis of literature on online learningin higher education during COVID-19. (2022). https://bera-journals.
onlinelibrary.wiley.com/doi/full/10.1111 /bjet.13191.
UNESCO. COVID-19: reopening and reimagining universities, survey onhigher education through the UNESCO National Commissions. (2021).
https://unesdoc.unesco.org/ark:/48223/pf0000378174
UN Moldova. Education and COVID-19 in Moldova: Grasping theopportunity the learning crisis presents to build a more resilient education
system. UN Coordinated Education Task Force for COVID-19 in Moldova.
(2020. https://www.unicef.org/moldova/media/4231/file/Working%20Paper%20Education%20and%20COVID-19%20in%20the%20Republic%20
of%20Moldova_FINAL_ English%20 version.pdf%20.pdf

147