Presentation on theme: "Stamenka Uvalic-Trumbic (UNESCO Division of Higher Education)"— Presentation transcript:
1 Stamenka Uvalic-Trumbic (UNESCO Division of Higher Education) QUALITY ASSURANCE INTRANSNATIONAL EDUCATION (TNE)From words to actionBologna seminarENQA/QAA, UKLondon, 1-2 December 2008THE UNESCO/OECD GUIDELINES FOR QUALITY PROVISION IN CROSS-BORDER HIGHER EDUCATIONStamenka Uvalic-Trumbic(UNESCO Division of Higher Education)
2 Why UNESCO? GLOBAL OUTREACH THROUGH: Standard-Setting : UNESCO Conventions for theRecognition of Degrees in Higher Education;2005 Guidelines for Quality Provision in CBHECapacity-Building:UNESCO Global Forum on QA, Accreditation and the Recognition of Qualification (2002; 2004; 2007)UNESCO-World Bank Global Initiative GIQACClearinghouseStudy AbroadPortal on HEIsEffective 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 EducationNeed to provide an EDUCATIONAL response to maximize opportunities, minimize risks
6 The IssuesIs 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 ProcessDrafting group: 3 meetingsMultiple stakeholder input: 94 governments, quality assurance agencies, recognition and student bodies, institutions, NGOsWritten consultationsPolitical support : OECD – UNESCOLaunch end 2005Report back 2007Recommendations to 6 Stakeholders:GovernmentsHigher Ed. InstitutionsStudents BodiesQAA BodiesAcademic Rec. BodiesProfessional 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 BUTStamp of two IGOs: UNESCO and the OECDAddressing Governments but recognizing the role of NGOs and Student Organizations.
9 GUIDELINES FOR QUALITY IN CROSS-BORDER HIGHER EDUCATION The PrinciplesResponsibility for partnerships, sharing, dialogue, mutual trust and respect between sending and receiving countriesRecognition of national authority and of the diversity of systemsRecognition of importance of international collaboration and exchange, internally, externallyAccess to transparent and reliable informationRecommendations to 6 Stakeholders:GovernmentsHigher Ed. InstitutionsStudents BodiesQAA BodiesAcademic Rec. BodiesProfessional 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 countriesQuality 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 systemsCross-border delivery should have the same quality as home deliveryRecommendations to 6 Stakeholders:GovernmentsHigher Ed. InstitutionsStudents BodiesQAA BodiesAcademic Rec. BodiesProfessional 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 Recognitionhave a comprehensive quality assurance system, internal or externalhave fair mechanisms for recognition of qualificationsTransparency and accessibility of informationbe transparent about what you do and make the relevant information accessible internationallyCollaborationStrengthen your collaboration with other stakeholders nationally, regionally and internationallyRecommendations to 6 Stakeholders:GovernmentsHigher Ed. InstitutionsStudents BodiesQAA BodiesAcademic Rec. BodiesProfessional Bodies;The Guidelines is an international educational response, to the challenges – and opportunities posed by the globalization of higher education.
12 GovernmentsEstablish 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 internationallyUNESCOregional 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 deliveredUNESCO regional conventions as instruments
14 QA and Recognition Bodies Quality Assurance Bodies:Ensure arrangements include cross-border education provisionStrengthen the collaboration between bodies of the sending country and the receiving countryRecognition BodiesFair recognition of academic qualifications,Clear accurate and accessible information on the criteria for assessment of qualificationsInformation on professional recognition to those with a foreign qualification and to employersUNESCO regional conventions as instruments
15 Professional and Student Bodies Active partners in developing and monitoring qualityAwareness raising – potential risks – questionsProfessional BodiesContacts, accessible information, mutual recognition agreements for the professionsUNESCO regional conventions as instruments
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]ArgentinaAustralia,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 authoritiesHigher education programmes recognized by competent authoritiesInformation for students planning to study in the countryInformation on the higher education systemForeign credential assessment and recognitionInformation on financial assistance opportunitiesCross-border higher educationNational Information CentreOther information sourcesDefinition of key terms
22 Bogus Institutions misusing UNESCO’s name All levels of abuse and use. The claims may range from 100% false to not quite untrueA 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 educationOne institution may use 1-3 different modesInstitutions change rapidlyACADEMIC 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 onHigher Education, sponsored by UNESCO", andthe applicable sections of the "UNESCO Guidelines forQuality Provision in Cross-Border Higher Education"Direct links toUNESCO&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 millsUNESCO and COL alerting the developing countries to the threat of degree millsThe 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 countriesLaunched in January 2008 for a 3-year periodParticipants 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 2005Little awareness of their existenceMORE 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)
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