Higher education and research has a unique opportunity to provide learning and research for the future and help the world to address the rapidly unfolding social, cultural, economic, demographic and technological challenges of the 21st century. Higher education all around the globe is facing considerable expectations from the society at large. Those expectations are evolving to imperatives: the imperative of internationalization, the imperative of employability, the imperative of global citizenship and democratic culture, the imperative to address the grand challenges, the imperative of sustainability, the imperative of providing inclusive learning, the imperative of community engagement, …In order to equip the graduates with right attributes those imperatives have to be translated into learning outcomes and integrated in the curricula. Facing those challenges entails strategic and innovative rethinking of traditional approaches to curriculum design and delivery to embed a clear focus on learning outcomes that develop the 21st century graduate attributes. The way a curriculum is designed and delivered is determining the relevance and the quality of the learning experience and the degree of engagement of the students. The objective should be that the learning experience of all students is of the highest quality level and that the curriculum could engage all students.Furthermore the thinking about quality assurance is moving quickly. New systems and approaches are evolving. In Flanders we are now in a transition phase. We have the first round of institutional reviews including an assessment of the systems the institutions are developing for demonstrating the quality of the study programmes. An in depth evaluation of this system will be carried out by the end of 2017-beginning 2018. The outcomes of that evaluation will determine the new system. An international peer learning exercise could help us to design a robust and internationally accepted.