UNESCO/OECD Guidelines on UNESCO/OECD Guidelines on transborder higher educationtransborder higher education

Brussels October 26 2005Counsellor Jan S. Levy

Types of cross-border education activitiesTypes of cross-border education activities

A trend increasing very quickly form a low starting point

- Opening of a foreign campus- Buying (part of) a foreign educational institution- Creation of an educational provider abroad

Foreign campusesForeign investments

3. Institutions/ providers

Academic partnerships represent the largest share of these activities. E-learning and franchising are small but rapidly growing

- Joint course or a programme with a foreign institution- E-learning programmes- Selling/franchising a course to a foreign institution

Academic partnershipsE-learning

Educational programmes

2. Programmes

An old tradition in the education sector, which should grow given the emphasis on mobility of professionals and internationalisation of education more generally

- For professional development- As part of an academic partnership- Employment in foreign university- To teach in a branch institution abroad

Academic /trainer mobility

Professors/trainers

Probably the largest share of cross border education

-Full study abroad for a foreign degree or qualification- Part of academic partnership for home degree or joint degree-Exchange programmes

Student mobilityStudents/trainees

1. People

SizeExamplesMain formsType

There is a need for an There is a need for an educational responseeducational response

What should we achieve?– Learners need to be protected from the risks of

misinformation, low-quality provision and qualifications of limited validity

– Qualifications should be readable and transparent in order to increase their international validity and portability

– Qualifications should be recognised internationally with as few difficulties as possible

– National quality assurance and accreditation agencies need to intensify their international cooperation in order to increase their mutual understanding

The educational response (2)The educational response (2)

Who should take responsibility of the response?– Organisations with high degree of legitimacy in the

world of education– Global organisations, encompassing governments and

stakeholders– UNESCO and OECD joining forces– Soft laws – Legal instruments

The educational response (3)The educational response (3)

How could it be implemented?– Developing guidelines on quality provision in higher education

Governments Higher education institutions Quality assurance and accreditation agencies Student bodies Information centres of recognition Professional bodies

– Development of reliable information tools for learners/students/institutions

Global Database on nationally approved providers/provision

StatusStatus

Working group open to all OECD/UNESCO members and stakeholders

One set of guidelines agreed upon in March - but two different decisions:

OECD in April agreed to aiming at a Council decision by the end of this year.

UNESCO procedures did not permit adoption by this year’s General Conference. Guidelines are being issued as a secretariat document and as such distributed to the 190 member countries of UNESCO

StatusStatus

Even if the guidelines will have different status in the two organisations, they have been issued with the stamp of two major international organisations, and could be looked upon as a global reference for cross-border higher education.

Example: Nigeria informed GC that they already have presented the guidelines for parliament as the rules that should be followed in their country.

GGuidelines for Governmentsuidelines for Governments

They should establish or encourage the establishment of a comprehensive, fair and transparent system of registration or licensing for CBHE providers wishing to operate in their territory

Comprehensive capacity for reliable QA and accreditation of CBHE

Provide accurate and easily accessible information on criteria and standards for registration etc.

Develop or encourage bilateral or multilateral recognition agreements

Guidelines for HE Guidelines for HE institutions/providersinstitutions/providers

Underlining that staff contributions are indispensable for institutions’ commitment to quality

Ensure that the programmes they deliver across borders and in their home country are of comparable quality

Institutions should take into account the UNESCO recommendation concerning the Status of HE Teaching Personnel.

Guidelines for HE Guidelines for HE institutions/providers (contd.)institutions/providers (contd.)

Take full responsibility for information and guidance when using agents to promote their programmes

Respect QA systems in receiving countries, including when delivering distance education

Use Codes of good practice when relevant Ensure financial transparency

Guidelines for student bodiesGuidelines for student bodies

Student bodies bear the responsibility of helping students and potential students to carefully scrutinise information available

The emergence of autonomous student bodies should be encouraged and supported, so that student bodies

– Can be involved as active partners at international, national and institutional levels in the development, monitoring and maintenance of quality provision

– Increase students awareness of potential risks such as misleading guidance and information

– Establish list of relevant questions to be asked by students enrolling in CBHE.

Guidelines for QA and Guidelines for QA and accreditation bodiesaccreditation bodies

Ensure that their work include CP provision in its various modes

Sustain and strengthen the existing regional and international networks or establish regional networks

Strengthen collaboration between the bodies of the sending and the receiving country

Provide accurate and easily accessible information on the assessment standards, procedures and effects of their mechanisms.

Guidelines for academic Guidelines for academic recognition bodiesrecognition bodies

Underline the importance of the regional conventions

Establish and maintain regional and international networks

Strengthen co-operation with QA bodiesUse codes of good practice for assessment

of qualifications

Guidelines for professional Guidelines for professional bodiesbodies

Develop information channels accessible both to national and foreign holders of qualifications.

Establish and maintain contacts between professional bodies of both sending and receiving countries and other stakeholders to improve qualification assessment methodologies.

Establish, develop and implement criteria and procedures for comparing programmes and qualifications