Post on 29-Dec-2015
International cooperation in recognition and quality assurance
What can be learned from higher education ?
By Michaela Martin
Structure of this presentation
Global trends in higher education New forms of mobility Quality assurance as a global
movement International cooperation in QA Bologna process as model for
regional cooperation
1.Global trends in higher education
Increasing student numbers Diversification of higher education
provision Privatisation Growing levels of international
mobility Of students Of programmes Of institutions
Privatization
Public provision does not meet demand Asia : some countries more than 80 % of
enrolments in private sector Africa : private provision is expanding
rapidly Private higher education market ($300
billion world wide on current expenditure alone (IFC)
Growth of cross-border higher education
New forms of mobility (1)
Programme mobility Joint study programmes Franchized programmes Double degree Articulation Validation
New forms of mobility (2)
Institutional Branch campuses Independent institutions Acquisition/mergers Affiliation/networks Virtual university
The consequence is :
more complex and diversified higher education systems
loss of control of public authorities over parts of the HE system
more potential for academic fraudcredential evaluation more complexincreasing need for international
collaboration in recognition and quality assurance
Within this context ….
Some 70 countries worldwide have put in place external quality assurance mechanisms
They respond to domestic concerns needs while trying to establish international comparability
Major concern also with strengthening internal quality assurance mechanisms
EQA covers different realities
Quality audit Quality assessment Accreditation Concepts are loosely used by
agencies in realityAccreditation is becoming the most
common mechanism of EQA
Justification for accreditation
Maintain required standards Guarantee qualifications awarded Mechanism for quality
enhancement Readability of higher education
provision Portability of credentials (nat/int)
Convergence of accreditation process
Basic process elements Self-study Site visit/peer review Reportingthorough, however time-consuming
and costly process
Areas for assessment
Integrity and mission Governance and management Human resources Learning resources and infrastructure Financial management Student profile and support services Curricular aspects Teaching-learning and evaluation Research, consultancy and extension Internal Quality assurance system
Explaining convergence
Basic model for accreditation process stems from the US experience
Importance of international and regional networks
International co-operation and aid
International collaboration in quality assurance
As part of its work in recognition, UNESCO has established Global Forum on QA in 2003
INQAAHE Regional networks : ENQA, RIACES,
APQN, CANTATE, AfriQua, etc Exchange of experience Codes of good practices for QA process Capacity development (GIQAC)
Ex : European region
Context : European Integration within the European Union
Bologna process : creation of a European HE space by 2015
Common qualifications structure ECTS system
Facilitate student mobility Based on student workload and LOs 60 credits per year equivalent to 1500 to 1800
hours
Ex European region
Diploma supplement Standardized description of nature, level,
context content and status of a study programme
Including information on qualification holder, qualification, national higher education system
Quality assurance : one of the pillars of cooperation
ENQA : Guidelines for QA Creation of a register of quality assurance
agencies
Ex : Africa
Africa is following the Bologna process WAEMU and CAEMC (CEMAC) adopted directives
to adopt bachelors-master’s-PhD structure SADECC region has decided to establish a
regional qualifications framework African Union intends the creation of an African
higher education space through harmonization of qualification structure
Strengthening of quality assurance systems (AfriQua)
Vision : creation of an African Qualifications Framework
Conclusions
Increased levels of student mobility push the need for strengthened mechanisms of recognition of HE credentials
Cross-border higher education creates strong pressure for the development of national QA systems
Regional integration processes provide a political framework for co-operation on QA and recognition
UNESCO plays an important role at the global level