1. Stamenka Uvalic-Trumbic (UNESCO Division of Higher Education)
QUALITY ASSURANCE IN
TRANSNATIONAL EDUCATION (TNE)
From words to action
Bologna seminar
ENQA/QAA, UK
London, 1-2 December 2008
THE UNESCO/OECD GUIDELINES FOR QUALITY PROVISION IN CROSS-BORDER HIGHER EDUCATION
Stamenka Uvalic-Trumbic
(UNESCO Division of Higher Education)

2. Why UNESCO? GLOBAL OUTREACH THROUGH: Standard-Setting :
UNESCO Conventions for the
Recognition of Degrees in Higher Education;
2005 Guidelines for Quality Provision in CBHE
Capacity-Building:
UNESCO Global Forum on QA, Accreditation and the Recognition of Qualification (2002; 2004; 2007)
UNESCO-World Bank Global Initiative GIQAC
Clearinghouse
Study Abroad
Portal on HEIs
Effective International Practices for Degree Mills

3. Guidelines for quality provision in cross-border higher education UNESCO and OECD

5. WHY THE GUIDELINES?
Growth of cross-border higher education: distance education, franchises, branch campuses;
GATS and Higher Education
Need to provide an EDUCATIONAL response to maximize opportunities, minimize risks

6. The Issues
Is cross-border higher education the answer to expanding access to HE in the developing world?
New challenges: equity, quality, relevance

7. GUIDELINES FOR QUALITY IN CROSS-BORDER HIGHER EDUCATION
The Process
Drafting group: 3 meetings
Multiple stakeholder input: 94 governments, quality assurance agencies, recognition and student bodies, institutions, NGOs
Written consultations
Political support : OECD – UNESCO
Launch end 2005
Report back 2007
Recommendations to 6 Stakeholders:
Governments
Higher Ed. Institutions
Students Bodies
QAA Bodies
Academic Rec. Bodies
Professional Bodies;
The Guidelines is an international educational response, to the challenges – and opportunities posed by the globalization of higher education.

8. The scope of the Guidelines
Voluntary and non-binding BUT
Stamp of two IGOs: UNESCO and the OECD
Addressing Governments but recognizing the role of NGOs and Student Organizations.

9. GUIDELINES FOR QUALITY IN CROSS-BORDER HIGHER EDUCATION
The Principles
Responsibility for partnerships, sharing, dialogue, mutual trust and respect between sending and receiving countries
Recognition of national authority and of the diversity of systems
Recognition of importance of international collaboration and exchange, internally, externally
Access to transparent and reliable information
Recommendations to 6 Stakeholders:
Governments
Higher Ed. Institutions
Students Bodies
QAA Bodies
Academic Rec. Bodies
Professional Bodies;
The Guidelines is an international educational response, to the challenges – and opportunities posed by the globalization of higher education.

10. GUIDELINES: MAIN UNDERLYING MESSAGES
The quality of cross-border higher education is a shared responsibility between importing and exporting countries
Quality assurance should cover cross-border education in all its forms (student, academic, programme and institution mobility)
Stakeholders should collaborate internationally to enhance the transparency about the quality of HE and about HE systems
Cross-border delivery should have the same quality as home delivery
Recommendations to 6 Stakeholders:
Governments
Higher Ed. Institutions
Students Bodies
QAA Bodies
Academic Rec. Bodies
Professional Bodies;
The Guidelines is an international educational response, to the challenges – and opportunities posed by the globalization of higher education.

11. GUIDELINES: MAIN IMPLICATIONS FOR QUALITY ASSURANCE
Quality assurance and Recognition
have a comprehensive quality assurance system, internal or external
have fair mechanisms for recognition of qualifications
Transparency and accessibility of information
be transparent about what you do and make the relevant information accessible internationally
Collaboration
Strengthen your collaboration with other stakeholders nationally, regionally and internationally
Recommendations to 6 Stakeholders:
Governments
Higher Ed. Institutions
Students Bodies
QAA Bodies
Academic Rec. Bodies
Professional Bodies;
The Guidelines is an international educational response, to the challenges – and opportunities posed by the globalization of higher education.

12. Governments
Establish a comprehensive, fair and transparent system of registration or licensing for cross-border higher education (CBHE)
Coordinate among the various competent bodies for quality assurance and accreditation both nationally and internationally
UNESCO
regional conventions as instruments

13. Higher education Institutions
Comparable quality of programme delivered taking into account cultural and linguistic specificities;
Quality teaching and research possible if quality of teaching staff and conditions of work;
Transparency of financial status of institution/programme delivered
UNESCO regional conventions as instruments

14. QA and Recognition Bodies
Quality Assurance Bodies:
Ensure arrangements include cross-border education provision
Strengthen the collaboration between bodies of the sending country and the receiving country
Recognition Bodies
Fair recognition of academic qualifications,
Clear accurate and accessible information on the criteria for assessment of qualifications
Information on professional recognition to those with a foreign qualification and to employers
UNESCO regional conventions as instruments

15. Professional and Student Bodies
Active partners in developing and monitoring quality
Awareness raising – potential risks – questions
Professional Bodies
Contacts, accessible information, mutual recognition agreements for the professions
UNESCO regional conventions as instruments

16. Capacity Building – Some Existing Tools

17. Capacity building: Guide to GATS
The Guide:
Provides basic information on principles and rules of GATS;
Discusses major issues related to the HE sector in the context of the application of new multilateral trade rules;
Analyses challenges government officials and academic leaders face related to regulation of CBHE in a trade environment

18. UNESCO Portal on Higher Education Instutitions
Participating Countries
[Pilot Phase]
Argentina
Australia,
Canada,
China,
Egypt,
Jamaica,
Japan,
Kenya,
Malaysia,
Nigeria,
Norway,
Switzerland,
United Kingdom,
United States
- Launched 30 April

19. What is the Portal on Higher Education Institutions?
This Portal is a follow up to the UNESCO/OECD Guidelines for Quality Provision in Cross-border Higher Education.
It targets students, employers, and other interested parties (e.g. credential evaluators).
It aims to provide students, employers and other interested parties with access to authoritive and up-to-date information on the status of HEIs and QA in participating countries.

20. Country Information on the Portal
Institutions recognized by competent authorities
Higher education programmes recognized by competent authorities
Information for students planning to study in the country
Information on the higher education system
Foreign credential assessment and recognition
Information on financial assistance opportunities
Cross-border higher education
National Information Centre
Other information sources
Definition of key terms

21. DEGREE MILLS & BOGUS COLLEGES
BEWARE
DEGREE MILLS & BOGUS COLLEGES

22. Bogus Institutions misusing UNESCO’s name
All levels of abuse and use. The claims may range from 100% false to not quite untrue
A multitude of modes:
all modes are about establishing a false connection or emphasizing a real link with UNESCO to give the impression of being an internationally recognized provider of higher education
One institution may use 1-3 different modes
Institutions change rapidly
ACADEMIC FRAUD

23. For telephone or postal verification accreditation, you may contact:
UNESCO Division of Higher Education
- Tel: (+33.1)

24. Support for UNESCOs framework Links to UNESCO
EAA and its accredited institutions accept and adopt
"The Recommendations of the World Conference on
Higher Education, sponsored by UNESCO", and
the applicable sections of the "UNESCO Guidelines for
Quality Provision in Cross-Border Higher Education"
Direct links to
UNESCO
&
World Health Org

25. Degree Mills/Bogus Institutions
UNESCO and the Council on Higher Education Accreditation (CHEA) are developing suggestions for international effective practice on degree mills
UNESCO and COL alerting the developing countries to the threat of degree mills
The UNESCO Portal one of the responses

26. A new capacity-building initiative: GIQAC
A UNESCO-WB partnership to support capacity-building in developing and transition countries
Launched in January 2008 for a 3-year period
Participants 2008: regional QA networks from Africa, Arab States, Asia and the Pacific, Latin America/Caribbean and the international QA network INQAAHE

27. Giacometti sculpture – UNESCO Paris
Guidelines: What Next?
Giacometti sculpture – UNESCO Paris

28. Guidelines: what next? Report on implementation UNESCO 2007:
Issues even more relevant than in 2005
Little awareness of their existence
MORE ADVOCACY with all stakeholders, especially HEIs

29. The London Communiqué: Bologna Going Global
“We adopt the strategy "The European Higher Education Area in a Global Setting" and will take forward work in the core policy areas:
improving information on, and promoting the attractiveness and competitiveness of the EHEA;
strengthening cooperation based on partnership; intensifying policy dialogue;
and improving recognition.
This work ought to be seen in relation to the OECD/UNESCO Guidelines for Quality Provision in Cross-border Higher Education”

30. COMING TOGETHER 2009 World Conference (Paris, 6-8 July) : “The New Dynamics of Higher Education”
Is higher education today a driver for sustainable development in the national and international context?
Does it induce change and progress in society and to act as one of the key factors for building knowledge-based societies?
What are the most significant trends that will shape the new higher education and research spaces?
How are learners and learning changing?
What are the new challenges for “quality”
Panel: Revitalizing Higher Education in Africa

31. 2009 World Conference : Regional Events
Cartagena de Los Indias (Colombia) (June 2008)
Budva, Montenegro (sub-regional): jointly with Science Sector/BRESCE (July 2008)
London, UK: VCs event at eve of PCF5 (July 2008)
Macao, China (September 2008)
New Delhi, India (1st trimester 2009)
Beirut, Lebanon (1st trimester 2009)
Bucharest, Romania (May 2009)

32. Thank you s.uvalic-trumbic@unesco.org