We present in this article some characteristics of accreditation and evaluation policies for higher education in Colombia and their interfaces with Brazil. Our overall aim is to contribute to the debate on the role of policies in the development of higher education systems in the region. Specifically, we propose to raise, in comparison with the Brazilian reality, some relevant points of Colombia relative to the multiple complexities in which the issues of accreditation and evaluation are presently registered. In general, based on the studies partially constructed here, the mechanisms of accreditation and evaluation are in the list of priorities of the governmental and academic agenda, both in Colombia and in Brazil. In this framework, they represent the effort of international cooperation in the region, but with dual purpose and not without contradictions: on one hand to defend national interests, with emphasis on education as a public subject to the actions and strategies of the state and not the market, and on the other hand, to increase student and teacher mobility in a growing number of social, economic and cultural changes, guaranteeing and ensuring the quality of education.
Bologna process; Higher education; Accreditation; Evaluation; Educational policies