1. For learning and competence Practical aspects of the Lisbon Recognition Convention UNICA Admission and Credential Evaluation University of Lausanne April 1, 2006 Carita Blomqvist

2. 2 For learning and competence Outline u Lisbon Recognition Convention (LRC) u Subsidiary texts u LRC Committee, ENIC Network u Recognition procedures, good practice u Recognition criteria and outcome of recognition u Fair recognition, substantial difference u Future concerns

3. 3 For learning and competence Recognition u Assess foreign qualifications in terms of own education system u Make it possible to move between education systems without losing value of qualifications

4. 4 For learning and competence Lisbon Recognition Convention of the Council of Europe/UNESCO 1997 u Applicants entitled to fair assessment within reasonable time limit u Uniform/transparent procedures and criteria used in the assessments u Recognize unless substantial difference (partial recognition) u Possibility to appeal u Burden of proof upon the host country

5. 5 For learning and competence Subsidiary texts /Recommendations u International Access Qualifications 1999 u Criteria and Procedures for the Assessment of Foreign Qualifications 2001 u Code of Good Practice in the Provision of Transnational Education 2001 u Recognition of Joint Degrees 2004 u Joint ENIC/NARIC Charter of Activities and Services 2004

6. 6 For learning and competence Lisbon Recognition Convention Committee u Composed of one representative of each Party to the LRC (41 countries) u Oversees the implementation of the Convention u Right to adopt recommendations to guide the implementation of the LRC u Information, promotion u Link to the Bologna Process

7. 7 For learning and competence ENIC Network u European Network of Information Centres on Academic Recognition and Mobility u Established in 1994 by the Council of Europe and UNESCO to develop joint policy and practice for the recognition of qualifications u Cooperation with the NARIC network (National Academic Recognition Information Centres), European Union

8. 8 For learning and competence Main functions of the national ENIC according to the LRC u Facilitate access to authoritative and accurate information on the national higher education system and qualifications u Facilitate access to information on foreign higher education systems and qualifications u Give advice or information on recognition matters and assessment of qualifications u Promotion of the use of the Diploma Supplement

9. 9 For learning and competence Working parties –Recognition issues in the Bologna Process –Transnational Education –Diploma Supplement –Joint activities with quality assurance network –Criteria and procedures for the assessment of foreign qualifications and periods of study –Europe - USA: Mutual recognition of qualifications –Europe - Russian Federation: Mutual recognition of qualifications –ELCORE - Electronic information –Information strategies –Substantial difference

10. 10 For learning and competence Differences in higher education systems Access and admission requirements Degree structures Type of institutions (e.g. unitary or binary system) Nominal duration of studies Credit systems Marking (grading) systems Graduation requirements

11. 11 For learning and competence Recognition procedure: Information to applicants –advise applicants about the possibilities and procedures for submitting an application –information on educational systems and legal acts, on principles of recognition –standard information on the procedures and criteria for the assessment of qualification: required documents, translations, principles and criteria of assessment, fee, handling time, status of the evaluation statement

12. 12 For learning and competence Recognition procedure -acknowledgment of the receipt of the application -applications should be processed as promptly as possible, and the time of processing should not exceed four months -consistency in recognition practice and decisions -public inventory of typical recognition cases

13. 13 For learning and competence Translations u Confusion as to terminology u Translation of what, by whom? u Acceptance of as many languages as possible without translations u Many countries/institutions issue documents in two or more languages u Titles of foreign qualifications should be provided in the original language, without translation

14. 14 For learning and competence Recognition criteria - access qualifications (secondary school leaving certificates) Assessment of qualification –status and rights in the country of origin: does the qualification give access to higher education? –curricula: general, specialised, vocational –nominal duration –subjects, content and amount (work load) –result(s) of studies, examinations, grades; centralized examination(s)?

15. 15 For learning and competence Recognition criteria – access qualifications Assessment of institution –a competent authority of home country has approved the institution and curricula –international qualification: is it awarded by an official international organisation

16. 16 For learning and competence Recognition criteria – higher education qualifications Assessment of institution –type of institution: HEI or (post)- secondary; vocational/professional HEI; private or public, etc –quality assurance/accreditation –status and recognition of institution in home country

17. 17 For learning and competence Recognition criteria – higher education qualifications Assessment of qualification –field of study - specialisation –content (subjects), practice (training, apprenticeship), research, graduation requirements –nominal duration, number of credits –access to further studies –professional status/rights in labour market –learning outcomes –access requirements (previous education)

18. 18 For learning and competence Substantial difference The elements of a qualification -level (qualifications framework, cycles) -workload (credits) -quality (education provider) -profile (general orientation, inside the qualification) -learning outcomes (QF) -formal rights

19. 19 For learning and competence Fair recognition u Full or partial recognition u Judge only value of qualification, not external factors u Assess quality and level rather than detailed comparison of curricula

20. 20 For learning and competence Essentials and future concerns u Mutual trust in quality and in education systems u Description of learning outcomes u Trans-national qualifications u Joint degrees

21. 21 For learning and competence Further information u www.enic-naric.net www.enic-naric.net u www.conventions.coe.int www.conventions.coe.int