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This section presented quality enhancement, in particular in the design and delivery of courses. However, emphasis has been placed on adopting a holistic approach and even taking into account management, strategies and visions, including leadership, as such attributes have an impact and influence the dimensions of course design and delivery and develop a quality culture. In addition, the support of staff and learners needs to be highlighted, as support, incentives and capacity building are crucial not least for the implementation of a culture of quality and sustainability. The proposed framework is based on EADTU's Excellence. The use of the E-Excellence Quality Associates label in this context is subject to the approval of the EADTU. If the benchmarks are adapted to the context, the comments are made below the original benchmarks The original framework is available under

The quality framework for course design should, of course, also reflect in particular the pedagogical framework used, in which case it is recommended to use the one specifically developed and designed for VTT. In particular, active learning, self-determined learning (hay learning), digital competences, assessment as learning, digital competences, the issues of several devices (cf. mobile devices) and their user interfaces.

Of course, national or local organisations must apply quality strategies and approaches. Thus, the proposed quality improvement framework should support, not disrupt.

In the case of school-specific benchmarks and / or indicators for the school sector, these should of course also be applied.

General considerations on quality-related indicators from the learners' point of view, which must be included in the course evaluation, are: Access, flexibility, interactivity, personalization, presence, transparency, trust.