QUALITY ASSURANCE IN TRANSNATIONAL EDUCATION (TNE) From words to action Bologna seminar

1. 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 educationUNESCO 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 2004-2005 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;

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;

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;

11. GUIDELINES: MAIN IMPLICATIONS FOR QUALITY ASSURANCE Quality assuranceandRecognition 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;

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 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 http://www.unesco.org/education/portal/hed-institutions • Participating Countries • [Pilot Phase] • Argentina • Australia, • Canada, • China, • Egypt, • Jamaica, • Japan, • Kenya, • Malaysia, • Nigeria, • Norway, • Switzerland, • United Kingdom, • United States - Launched 30 April 2008 -

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. 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) 45681106

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. 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 TOGETHER2009 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 www.unesco.org/education/higher_education/quality