Comparación de Evaluación y Acreditación Universitaria en Bolivia y España

Abstract

Quality assurance in higher education has become a strategic issue for sustainable development and academic internationalization. This study compares the evaluation and accreditation systems applied in Spain and Bolivia, analyzing their evolution, methodologies, and main approaches. The choice of both countries responds to complementary reasons: Spain represents a consolidated model within the European Higher Education Area (EHEA), while Bolivia is an emerging case with diverse regulatory frameworks, where national and regional systems such as ARCU-SUR coexist. This is also the first prospective study analyzing Bolivia’s potential to expand the implementation of new evaluation systems recognized by the Ministry of Education. A qualitative approach based on documentary review and comparative analysis of regulatory frameworks, evaluation criteria, methodological processes, and the integration of sustainability and technological innovation was used. Findings show that Spain has consolidated a standardized quality assurance system oriented towards learning outcomes, employability, and internationalization, while Bolivia prioritizes social relevance, inclusive access, and the strengthening of regional development. Despite significant progress, both contexts still face challenges related to technological adaptation, social impact measurement, and the strengthening of continuous improvement mechanisms. This study concludes that international cooperation, the implementation of emerging technologies, and the integration of the Sustainable Development Goals are key to strengthening evaluation and accreditation processes in higher education.