On 13 November 2025, the HEP-TED consortium held a hybrid self-evaluation workshop to revisit progress, share concerns, and articulate directions for the project’s next phases. Three working groups—Quality Assurance and Management, Pedagogical Development, and Cross-Institutional Collaboration—structured the conversation. Together, they revealed a project that has matured substantially, but that continues to refine its practices, clarify expectations, and strengthen the sustainability of its results. The results of the discussions offer a clear picture of how the consortium understands its own development: what has been learned, what has been achieved, and to where collective effort should now turn.
Quality Assurance and Management: Strengthening Processes and Shared Ownership
Workshop participants emphasised that quality assurance (QA) has been gradually becoming an inclusive, shared process in the Rwandan partner institutions. A key insight was that meaningful QA work “depends on individuals and structural conditions”—a reminder that system-level instruments matter, but so does the everyday commitment of those who use them. The group noted several lessons, such as the importance of having in mind the context-bound nature of learning, and that practices cannot simply be ‘transferred’ without thorough adaptation. The project practice also taught that “catching up is always possible when communication remains open”.
So far, the project’s achievements in the area are substantial. Senior leadership became engaged in QA discussions, as well as QA and enhancement policy propositions were produced and presented to university management. Besides, several workshops—both internal and with external stakeholders—have laid foundations for a quality culture across institutions. Tools for institutional audits have also been developed.
At the same time, the group identified important targets for refinement in the project management. For instance, given the size of the project, time management and communication flow could be improved, particularly in the case of urgent matters. Moving forward, the group plans to explore tighter links between QA work and pedagogical development, revisit time-management practices, and streamline communication routines.
Pedagogical Development: Deepening Inclusion and Enhancing Digital Competence
Discussions on pedagogical development centred on two major themes: inclusion and digitalisation. The recent inclusion survey has provided valuable insights into student learning experiences, gender-related aspects of participation, and opportunities to strengthen inclusive teaching. Given the richness of the results, participants proposed on conducting a follow-up survey later in the project and undertaking deeper analyses, which may eventually support scientific publications.
Digital pedagogy emerged as a significant learning area. The role of Digital Champions—who lead by example through practice—was repeatedly highlighted. The group noted the importance of choosing tools based on pedagogical purpose rather than novelty alone, ensuring that digital environments remain accessible and that they contribute to sustainable learning outcomes.
Achievements in this domain include the accreditation of a new postgraduate certificate, a review of learning management systems, the mastering of varied digital teaching and learning, and early experiments with innovations, including thesis co-supervision. Further, collaborations with initiatives such as UniPID and TAMK’s Teaching and Facilitation Methods in TVE have expanded pedagogical possibilities.
Looking ahead, the group proposed a collection of new possible interventions, including the exploration of specific digital tools at the organisational level, lecturer visits focused on competence-based teaching, and extending training periods to give practitioners the necessary time to successfully integrate new methods into their routines.
Cross-Institutional Collaboration: Deepening Trust and Broadening Partnerships
For the third group, cross-institutional collaboration is both an achievement and a continuous learning process. Participants described how sharing legal frameworks, engaging in benchmarking, and observing new working cultures have reshaped their understanding of pedagogy and organisational relations. Collaboration has offered opportunities for students to grow, for staff to “unlearn” assumptions, and for teams to view their own practices from fresh angles.
A strong sense of mutual respect and trust has emerged, nurtured by staff exchanges, supervisory cooperation, and joint applications for external funding. The consortium has also begun expanding its networks, with new partnership initiatives in Tanzania, Mozambique, Ethiopia, Germany and Portugal through Erasmus schemes.
Yet, the group recognised important challenges. Much learning “has not yet gone beyond us,” highlighting the need for greater dissemination within home institutions. More internal workshops with colleagues and managers could also help communicate achievements and integrate new practices. Ensuring sustainability—particularly in terms of industrial engagement, student involvement and curriculum development—will be a key task for the coming year.
Looking Ahead
The workshop’s collective reflections point to a project that has gained depth, coherence and shared vision over time. They made it clear that partners have learned extensively from each other, developed concrete tools and institutional frameworks, and strengthened the foundations for sustainable collaboration.
Overall, the discussions show that HEP-TED remains forward-looking. Improving communication flows, consolidating digital practices, supporting inclusion, widening dissemination, and planning for long-term sustainability are the priorities that shall guide the consortium’s next steps.
By revisiting our work together—and by making these reflections visible—we reinforce what the project itself embodies: a commitment to learning, dialogue, openness, and meaningful transformation across higher-education environments.