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, Implementation of the Action Plan and New Challenges Stamenka Uvalic-Trumbic (UNESCO) 2 nd Global Forum on International Quality Assurance, Accreditation.

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Presentation on theme: ", Implementation of the Action Plan and New Challenges Stamenka Uvalic-Trumbic (UNESCO) 2 nd Global Forum on International Quality Assurance, Accreditation."— Presentation transcript:

1 , Implementation of the Action Plan and New Challenges Stamenka Uvalic-Trumbic (UNESCO) 2 nd Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications, UNESCO, Paris, June 2004

2 1 st Global Forum launched as a response to ethical challenges facing higher education in an era of globalization. Main outcomes:  Platform for exchange for at least four years;  Building bridges between education and trade;  Promote research to inspire policy developments;  Action Plan: standard-setting; capacity-building and clearinghouse activities Context and Outcomes of 1 st Global Forum

3 Standard-setting activities:  Initiate revision of conventions on the recognition of studies to respond to new challenges: linking recognition and QA and responding to TNE  Promote research on role of new providers in widening access to higher education and on the concept of higher education as a public responsibility;  Develop guiding principles Capacity-building:  Develop regional and national frameworks for quality assurance;  Informed decision-making for stakeholders in the education process Clearinghouse:  Develop information tools for students;  Study Abroad data-base and publications;  Other data-bases to promote consumer protection; First Global Forum: Action Plan (17 – 18 October 2002)

4  UNESCO/Norway Forum on ‘Globalization and Higher Education: Implications for North-South Dialogue’ (Oslo, May 2003) – higher education at the centre of sustainable development;  WCHE+5 (Paris, June 2003) reasserted the 1998 Declaration and put forward educational agreements as relevant for globalization;  32 nd General Conference of UNESCO (Paris, October 2003): resolution giving UNESCO a stronger mandate in HE;  Position Paper on Higher Education and Globalization: UN and UNESCO principles;  UNESCO-OECD Guidelines on Quality Provision in Cross-border Higher Education: protection of learners; transparency of qualifications; access to the labour market; networking between QAA agencies; data-base of accredited HE institutions; New developments: within UNESCO

5  World Bank: Strategy for Capacity-building in East Asia and the Pacific (May 2004);  OECD/Norway Forum on (Trondheim, November 2003): initiative for joint guidelines UNESCO-OECD on quality in cross-border HE;  Berlin Communique, September 2003  Education International: HE and Research Seminar in Dakar, Senegal (November 2003): Draft Guidelines for TNE;  INQAAHE, Dublin April 2003; CHEA: on-going activities, International Commission 2003 and 2004;  Statement on Quality IAU, AUCC, ACE and CHEA: principles to guide effective and responsible provision of TNE;  AAU (April 2004): Accra Declaration on GATS and the internationalization of HE in Africa New developments: International community

6 Standard-setting: Revision of Conventions  Africa: link to developmental issues (NEPAD); wider coverage of institutions, especially DE; assessing learning outcomes;  Arab States: focus on professional recognition; private providers; increase the competitiveness of the Arab Higher Education area;  Asia and the Pacific: HE both a commodity and a public good; convention general policy framework for each country to develop their own systems, tools and mechanisms for QR and QA;  Common elements: principles; new types of provision; information and networking;  Calendar: by 33 rd session of UNESCO General Conference process started Action Plan: implementation

7 Research  UNESCO-COL “Role of TNE Private and for-profit provision in meeting global demand for Tertiary Education” Jamaica, Bangladesh, Malaysia and Bulgaria: Mapping Regulation and Impact  IIEP case studies: Philippines, South Africa, Kenya, Chile, Argentina, Oman and Russia mapping, regulation and impact of TNE  UNESCO Forum on HE, Knowledge and Research Action Plan: implementation

8 Capacity Building  EU-funded TEMPUS-MEDA pilot project – assistance for establishing national centres for recognition and quality assurance in Algeria, Egypt, Morocco, Tunisia  Workshops: Beijing, China; Accra, Ghana. Clearinghouse  32 nd Study Abroad: - 3,000 opportunities for study abroad in 147 countries and territories; - innovations: information tools for students; distance education; information on recognition;  Knowledge Base for Distance Education Decision-Makers in Africa, Asia and the Pacific and CIS countries consisting of web-based information resources and data-bases, forums, mailing lists and advisory committees Action Plan: implementation

9 UNESCO figures presented in the Synthesis Report (WCHE+5):  Massive increase in demand for HE with a view to development: % enrolment rates needed; some countries below 5%  Demographic expansion: developing countries population 7 – 8 billion people in 2025  Growth of student enrolments; historic threshold of 100 million students worldwide has been crossed, 125 million before  Access and equity: sustainable development of higher education systems 2nd Global Forum: Context

10  1st Global Forum: higher education and commercialization;  2 nd Global Forum Widening Access to Quality Higher Education: for minorities, ICT-assisted; lifelong learning  2 nd Global Forum particular focus: capacity-building;  UNESCO evaluation of CB activities: crucial elements: – Needs assessment; – Ownership of programme by stakeholders and involvement of important partners; – Building on existing capacities; – Multi-level approach (individual, institutional, societal); – Critical mass approach 2nd Global Forum: Context

11 Standards-setting:  Amendments for conventions presented to the 33 rd UNESCO General Conference in October 2005;  UNESCO-OECD Guidelines elaborated and adopted; implementation phase initiated;  Research further promoted; Capacity-Building:  Strategy for capacity-building in QA and Accreditation for traditional and cross-border higher education (including ICT- assisted) developed, as part of larger higher education policy frameworks; 2nd Global Forum: Expected Outcomes

12 Clearinghouse:  New tools for students (quality literacy) developed and included in 33 rd edition of Study Abroad;  Data-base of accredited higher education available on-line as a tool for consumer protection  Knowledge Base for Decision makers for Distance Education in Africa, Asia and the Pacific and CIS and Baltic States;  Awareness raising and adaptation of Open Educational Resources; 2nd Global Forum: Expected Outcomes

13 Division of Higher Education, Section for Reform, Innovation and Quality Assurance: Global Forum: more information


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