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UNESCO/OECD Guidelines on Quality
Provision in Cross-Border Higher Education

    IAU Global Meeting and International Conference
    Sharing Quality Higher Education Across Borders
                  14-16 November 2005
                    Alexandria, Egypt

                Stamenka Uvalic-Trumbic
         Division of Higher Education, UNESCO
Guidelines: Status & Next steps

• 33rd session of the UNESCO General
  Conference, 16 October 2005 supported
  the Guidelines as a secretariat document

• The OECD Council – Prague, 2 December
  2005

• Implementation: UNESCO & OECD with
  stakeholders and partners
Why UNESCO?
Existing frameworks
• 1998 WCHE and 2003+5 FU: access, equity, relevance; HE
  element of SD in the Knowledge Society

• The 6 regional conventions on the recognition of qualifications
  as the only legal instrument in HE ratified by over 100
  Member States;

• Recommendations on the Recognition of Qualifications 1993
  and the Status of HE teaching Personnel 1997;

• The Global Forum on International Quality Assurance,
  Accreditation and the Recognition of Qualifications: new
  dimensions in quality assurance and qualifications recognition
  (2002;2004)
Guidelines/Codes of Good Practice
           on TNE/ CBHE
• 1978 Guidelines for Developing Countries on Correspondence
  Education (UNESCO)

• 1999 Recommendation on International Access Qualifications
  (UNESCO/CoE)

• 2001 Code of Good Practice on TNE (UNESCO/CoE)

• 2004 Statement on Quality HE Across Borders
  (IAU/AUCC/ACE/CHEA)
• 2005 Guidelines on Quality in Cross-Border HE (UNESCO/OECD)
WHY THE GUIDELINES?
Context
• 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
External quality assurance and accreditation systems
     have been adopted in more than 60 countries




• The scope and status of agencies vary, depending on countries.
• The map is not exhaustive and changes rapidly, as governments face
  pressing needs to establish a quality assurance agency
But their scope is often
                domestic
• National quality assurance and accreditation systems are
  very diverse and uneven

• They do not often cover cross-border (or for-profit) higher
  education

• Higher education systems are often opaque viewed from
  abroad

• Need for more transparency and for quality assurance to take
  into account the growth in cross-border education
Objectives of the Guidelines
• support and encourage international cooperation
  and understanding of the importance of quality
  provision in cross-border higher education

• protect students and other stakeholders from low-
  quality provision and disreputable providers

• encourage the development of quality cross-border
  higher education that meets human, social,
  economic and cultural needs
Principles of the Guidelines
• Voluntary and non-binding

• 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
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

• Stakeholders: Governments; Higher Education
  Institutions/academic staff; Students bodies; Quality
  Assurance and accreditation bodies; Academic
  Recognition Bodies; Professional Bodies;
Definition of CBHE
The Guidelines define cross-border provision as

“ cross-border higher education (that) includes higher
  education that takes place in situations where the
  teacher, student, programme, institution/provider or
  course materials cross national jurisdictional
  borders. Cross border higher education may include
  higher education by public/private and not-for profit/for
  profit providers. It encompasses a wide range of
  modalities, in a continuum from face-to face (taking
  various forms such as students traveling abroad and
  campuses abroad) to distance learning (using a
  range of technologies and including e-learning).”
Guidelines to HEI/Academic Staff
•   Ensure that the programmes they deliver across
    borders and in their home country are of comparable
    quality and take into account the cultural and
    linguistic sensitivities of the receiving country.

•   Recognise that quality teaching and research is made
    possible by the quality of faculty and the quality of
    their working conditions

•   Maintain Internal quality management systems: full
    use of the competencies of stakeholders responsibility
    to ensure that the information and guidance provided
    by their agents are accurate, reliable and easily
    accessible;
Guidelines to HEI/Academic Staff
• Consult competent quality assurance and accreditation
  bodies and respect the quality assurance and
  accreditation systems of the receiving country when
  delivering higher education across borders, including
  distance education;

• Develop and maintain networks and partnerships to
  facilitate the process of recognition by acknowledging
  each other’s qualifications as equivalent or comparable;

• Provide accurate, reliable and easily accessible
  information on the quality assurance and the academic
  and professional recognition of qualifications

• Ensure the transparency of the financial status of the
  institution /programme
Main (underlying) message
• 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

   – 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
Main action mechanisms
• Quality assurance
    have a 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
    in your country, regionally and internationally
Regional Capacity Building:

• The Mediterranean – Tempus-MEDA – MERIC
  Network

• RIACES (Latin America + Spain)/revival of LAC
  Convention/Bogota Ministerial Meeting/Nov.05

• The Caribbean: CANQATE

• Asia Pacific Convention + APQN
Regional Capacity Building
• Africa: Launch of AQUAnet (partnership
  with AAU and the World Bank)

• Pilot project for Francophone countries

• Arab States: New Initiatives for Regional
  Accreditation
Capacity Building – Some
         Existing Tools
• Tool-kit for QA in CBHE (Asia and the Pacific)
• DE course for QA in CBHE, using the
  Guidelines, to be launched in Africa (UNESCO-
  IIEP)
• Knowledge Base for QA in ODL – Africa, Asia
  and the Pacific, CIS (to be extended to LAC and
  Arab States)
• On-Line Course for Credential Evaluation –
  Mediterranean Convention
NEXT STEPS
• Info-Tool: Create a portal of accredited
  HEIs and programmes to be hosted by
  UNESCO: pilot project 2006

• 3rd Global Forum on QA focusing on
  Learners (October 2006)

• UNESCO/OECD Conference 2007?
A WAY FORWARD?
UNESCO 2005 GC Decision: how have the
 Guidelines been used

• Do HEIs and Associations find them
  relevant?
• How can they be applied and used?
• Should they be improved and adapted?
• Are there regional specificities that should
  be reflected?
Thank you!

         s.uvalic-trumbic@unesco.org

http://www.unesco.org/education/amq/guidelines

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Alex. papers ic s. uvalic trumbic

  • 1. UNESCO/OECD Guidelines on Quality Provision in Cross-Border Higher Education IAU Global Meeting and International Conference Sharing Quality Higher Education Across Borders 14-16 November 2005 Alexandria, Egypt Stamenka Uvalic-Trumbic Division of Higher Education, UNESCO
  • 2. Guidelines: Status & Next steps • 33rd session of the UNESCO General Conference, 16 October 2005 supported the Guidelines as a secretariat document • The OECD Council – Prague, 2 December 2005 • Implementation: UNESCO & OECD with stakeholders and partners
  • 3. Why UNESCO? Existing frameworks • 1998 WCHE and 2003+5 FU: access, equity, relevance; HE element of SD in the Knowledge Society • The 6 regional conventions on the recognition of qualifications as the only legal instrument in HE ratified by over 100 Member States; • Recommendations on the Recognition of Qualifications 1993 and the Status of HE teaching Personnel 1997; • The Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications: new dimensions in quality assurance and qualifications recognition (2002;2004)
  • 4. Guidelines/Codes of Good Practice on TNE/ CBHE • 1978 Guidelines for Developing Countries on Correspondence Education (UNESCO) • 1999 Recommendation on International Access Qualifications (UNESCO/CoE) • 2001 Code of Good Practice on TNE (UNESCO/CoE) • 2004 Statement on Quality HE Across Borders (IAU/AUCC/ACE/CHEA) • 2005 Guidelines on Quality in Cross-Border HE (UNESCO/OECD)
  • 5. WHY THE GUIDELINES? Context • 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. External quality assurance and accreditation systems have been adopted in more than 60 countries • The scope and status of agencies vary, depending on countries. • The map is not exhaustive and changes rapidly, as governments face pressing needs to establish a quality assurance agency
  • 7. But their scope is often domestic • National quality assurance and accreditation systems are very diverse and uneven • They do not often cover cross-border (or for-profit) higher education • Higher education systems are often opaque viewed from abroad • Need for more transparency and for quality assurance to take into account the growth in cross-border education
  • 8. Objectives of the Guidelines • support and encourage international cooperation and understanding of the importance of quality provision in cross-border higher education • protect students and other stakeholders from low- quality provision and disreputable providers • encourage the development of quality cross-border higher education that meets human, social, economic and cultural needs
  • 9. Principles of the Guidelines • Voluntary and non-binding • 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
  • 10. 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 • Stakeholders: Governments; Higher Education Institutions/academic staff; Students bodies; Quality Assurance and accreditation bodies; Academic Recognition Bodies; Professional Bodies;
  • 11. Definition of CBHE The Guidelines define cross-border provision as “ cross-border higher education (that) includes higher education that takes place in situations where the teacher, student, programme, institution/provider or course materials cross national jurisdictional borders. Cross border higher education may include higher education by public/private and not-for profit/for profit providers. It encompasses a wide range of modalities, in a continuum from face-to face (taking various forms such as students traveling abroad and campuses abroad) to distance learning (using a range of technologies and including e-learning).”
  • 12. Guidelines to HEI/Academic Staff • Ensure that the programmes they deliver across borders and in their home country are of comparable quality and take into account the cultural and linguistic sensitivities of the receiving country. • Recognise that quality teaching and research is made possible by the quality of faculty and the quality of their working conditions • Maintain Internal quality management systems: full use of the competencies of stakeholders responsibility to ensure that the information and guidance provided by their agents are accurate, reliable and easily accessible;
  • 13. Guidelines to HEI/Academic Staff • Consult competent quality assurance and accreditation bodies and respect the quality assurance and accreditation systems of the receiving country when delivering higher education across borders, including distance education; • Develop and maintain networks and partnerships to facilitate the process of recognition by acknowledging each other’s qualifications as equivalent or comparable; • Provide accurate, reliable and easily accessible information on the quality assurance and the academic and professional recognition of qualifications • Ensure the transparency of the financial status of the institution /programme
  • 14. Main (underlying) message • 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 – 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
  • 15. Main action mechanisms • Quality assurance have a 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 in your country, regionally and internationally
  • 16. Regional Capacity Building: • The Mediterranean – Tempus-MEDA – MERIC Network • RIACES (Latin America + Spain)/revival of LAC Convention/Bogota Ministerial Meeting/Nov.05 • The Caribbean: CANQATE • Asia Pacific Convention + APQN
  • 17. Regional Capacity Building • Africa: Launch of AQUAnet (partnership with AAU and the World Bank) • Pilot project for Francophone countries • Arab States: New Initiatives for Regional Accreditation
  • 18. Capacity Building – Some Existing Tools • Tool-kit for QA in CBHE (Asia and the Pacific) • DE course for QA in CBHE, using the Guidelines, to be launched in Africa (UNESCO- IIEP) • Knowledge Base for QA in ODL – Africa, Asia and the Pacific, CIS (to be extended to LAC and Arab States) • On-Line Course for Credential Evaluation – Mediterranean Convention
  • 19. NEXT STEPS • Info-Tool: Create a portal of accredited HEIs and programmes to be hosted by UNESCO: pilot project 2006 • 3rd Global Forum on QA focusing on Learners (October 2006) • UNESCO/OECD Conference 2007?
  • 20. A WAY FORWARD? UNESCO 2005 GC Decision: how have the Guidelines been used • Do HEIs and Associations find them relevant? • How can they be applied and used? • Should they be improved and adapted? • Are there regional specificities that should be reflected?
  • 21. Thank you! s.uvalic-trumbic@unesco.org http://www.unesco.org/education/amq/guidelines