ONESQA Quality Assurance in Education Journal

Euroculture Programme at Osaka University: A Post-Pandemic Case Study of the Erasmus Mundus Joint Master Degree (EMJMD)

taro mochizuki — Wed, 24 Sep 2025 00:00:00 +0700

This study investigates the implementation of the Euroculture EMJMD programme at Osaka University from 2022 to 2024, focusing on quality assurance and student satisfaction in the post-COVID-19 recovery period. The research employs a case study approach using student course evaluations (n=12) across seven dimensions, including course relevance, teaching quality, and field trip alignment. Results indicate generally positive feedback, particularly in teaching techniques and field trip relevance, but identify areas for improvement in course content alignment and feedback practices. The small sample size and institution-specific focus may limit generalizability. Recommendations include curriculum revisions, enhanced instructor training, and streamlined workload management to meet the expectations of a diverse student cohort. This is among the first post-pandemic analyses of an EMJMD programme involving a Japanese partner, offering insights into intercultural programme delivery in a globalised educational setting.

An In-Depth Study on Elevating English Language Program Standards Through Quality Assurance: A Case Study of Thai Higher Education

BARIS ORSES — Wed, 24 Sep 2025 00:00:00 +0700

This comprehensive study investigates the multifaceted role of quality assurance (QA) mechanisms in the standardization and enhancement of English language programs within Thai higher education institutions (HEIs). While English proficiency is increasingly crucial for global competitiveness, Thai HEIs have long faced challenges related to inconsistent program quality, pedagogical gaps, and a lack of standardized curricula. Employing a qualitative, multi-case study design, this research utilizes a mixed-method approach, drawing data from document analysis, semi-structured interviews with 20 key stakeholders, and a supplementary survey of 50 faculty members. The findings reveal that both internal and external QA processes, particularly those aligned with the Thai Qualifications Framework (TQF) and the Common European Framework of Reference for Languages (CEFR), are critical for improving curriculum design, teaching quality, and student assessment. The study also identifies significant implementation challenges, including resource constraints, faculty resistance, and a lack of systemic support. The discussion provides a detailed comparative analysis with international QA models, proposing actionable recommendations for policy makers to foster a sustainable QA culture. This research offers valuable insights for strategic planning and policy formulation, aiming to bridge the gap between QA policy and practice and ultimately strengthen the quality of English language education in Thailand.

International Joint Accreditation among ASIIN, Germany and ONESQA, Thailand

Kittiya Evans — Wed, 24 Sep 2025 00:00:00 +0700

ONESQA has outlined four strategic goals for 2024–2027 with a focus on enhancing international engagement. In 2023, ONESQA established partnerships with multiple external quality assurance agencies across Asia, America, and Europe. The Accreditation Agency for Study Programmes in Engineering, Informatics, Natural Sciences, and Mathematics (ASIIN e.V.) in Germany was selected due to its strong reputation and internationally recognized standards, serving over 63 countries worldwide. Germany is also renowned for its effective implementation of the Dual System in education.

Following a comparative analysis of their respective systems, both agencies agreed to pilot the ONESQA/ASIIN Joint Accreditation, utilizing standards and indicators based on ASIIN’s Maturity Model. The joint assessment team comprised German assessors, ONESQA’s Thai assessors, and representatives from industry and student bodies. The pilot took place at Baankhai Technical College (BTC), Rayong Province, from 10–13 September 2024. The research team evaluated the pilot using the Program Meta-Evaluation Checklist (Stufflebeam & Social Impact, 2012), satisfaction surveys, and gap analysis to refine the model for broader adoption in higher education institutions.

The comparison revealed considerable alignment between standards and indicators; however, some conceptual differences were noted. ASIIN emphasizes a customer-focused approach, aligned with the European Standards and Guidelines (ESG), which influences the composition of the assessment team, differing from ONESQA’s traditional methods. Furthermore, a rubric-based evaluation process helps minimize subjectivity stemming from assessor diversity. Both agencies implemented a project management approach coordinating the evaluation process efficiently.

The Network of Higher Education Institutions and the Promotion of the Use of Evaluation Results: A New Paradigm of Quality Assurance in Thai Education

Phumiphat Srivachiraphat — Wed, 24 Sep 2025 00:00:00 +0700

Education in the 21st century needs to adapt to align with the demands of society and the labor market, with quality assurance in education being a crucial factor that promotes the development of educational quality. However, in reality, it has been found that after external quality assessments, the results are not effectively utilized for the continuous and concrete development of educational quality. Several factors influence the application of assessment results. Therefore, the Office for National Education Standards and Quality Assessment (ONESQA) has collaborated with various sectors, including networks of higher education institutions, which play a significant role in promoting the use of external quality assessment results. They act as advisors and mentors to educational institutions and local governing bodies in the ongoing development of quality. The promotion of the application of assessment results must be based on collaborative approaches among different sectors and citizen participation to ensure that the development of educational quality is systematic, under the philosophical concepts of “New Public Governance and Active Citizenship”, emphasizing the importance of collective learning and accountability at the community level, as well as building networks of cooperation among various agencies.

Reforming External Quality Assurance in Thai Vocational Education: A Framework for 2024–2028

ชัยมงคล พุกสุวรรณ — Wed, 24 Sep 2025 00:00:00 +0700

This paper presents the revised external quality assurance (EQA) framework for vocational education institutions in Thailand, implemented by the Office for National Education Standards and Quality Assessment (ONESQA) for 2024–2028. The framework addresses evolving labor market demands, socio-economic transitions, and global trends in education quality standards. Comprising three standards and ten indicators, it emphasizes graduate competencies, institutional management, and contributions to a learning society. Drawing on over two decades of EQA implementation, this study analyzes the framework's structure, objectives, assessment methods, and discusses its potential impact on vocational education quality and accountability. The findings suggest the framework aligns with national qualifications, promotes stakeholder collaboration, and reflects international best practices.