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Promoting partnerships in quality assurance: the cross-border challenge
World Bank Learning SeminarQuality Assurance in Tertiary Education
(Sevres. 18-20 June 2006)
Stamenka Uvalic-Trumbic (UNESCO)Stéphan Vincent-Lancrin (OECD)
2
Key message
Stronger partnerships in quality assurance are necessary because of:
– Growing mobility of students, professional and people
– Growing mobility of educational programmes and institutions
– Diversification of provision in higher education
– Need for developing countries to develop their capacity in higher education
3
Outline
Capacity building through cross-border higher education and its challenges
Implications for quality assurance of the (UNESCO/OECD) Guidelines for quality provision in cross-border higher education
Other UNESCO capacity building instruments
Appendix: Latest data on cross-border student mobility
4
Capacity building requires tertiary education
Human capital leads to growth
– Productivity– Innovation– Health
It takes human capital to train human capital
– Tertiary education is important for primary and secondary education
Monitoring and evaluation are essential to capacity building and require highly trained people
The rapid expansion of higher education poses quality issues
0
5
10
15
20
25
30
35
40
45
50
Lowerincome
Lower-Middleincome
Upper-Middleincome
High income
Gross Participation Rates in tertiary education (2001)
Source: Unesco Institute for Statistics
5
Building capacity (in tertiary education) through cross-border education
Expand access to tertiary education rapidly by supplementing domestic provision
Increase the variety and relevance of tertiary education
Improve the quality of tertiary education through spillovers and participation in international networks of knowledge
7
Challenges of cross-border higher education
Student mobility
Cost of studying abroad
Recognition of degrees and qualification
Brain drain
Inequity
Programme & Institution mobility
Low quality provision
No quality impact on local system
Cultural relevance
Stability of the system
8
Cross-border higher education presents new challenges for quality assurance
Higher education systems are often opaque viewed from abroad, which leaves room for disreputable providers
Student, academic and professional mobility induces a strong demand for recognition of foreign degrees and qualifications
Quality of cross-border education is a major concern for:– Importers of higher education (student protection)– Exporters of higher education (reputation)
10
(UNESCO/OECD) Guidelines for quality provision in cross-border higher education
They are an EDUCATIONAL response to maximise the opportunities and minimise the risks of cross-border higher education
11
Principles of the Guidelines respect capacity building principles
Voluntary and non-binding
Mutual trust and respect among countries
Recognition of importance of international collaboration
Recognition of national authority and of the diversity of systems
Not a standard-setting instrument
12
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 (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
13
Main implications for quality assurance
Quality assurance and Recognition– 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
14
Guidelines and capacity building
The guidelines are independent on the arrangements of cross-border higher education (commercial, aid, partnerships)
They leave freedom to countries to scan locally and globally, and then reinvent locally
They take into account human, social and cultural needs (and not only economic ones)
15
Other UNESCO capacity building tools in this area
Regional conventions
International Information Tool on Recognised Higher Education Institutions
Distance education course: Methodological and organisational options in external QA systems (UNESCO-IIEP) (Anglophone Africa 2006)
UNESCO Tool-kit on the setting up of regulatory frameworks for Cross Border Education in cooperation with the APQNet (Asia and the Pacific Convention)
On-Line Course for Credential Evaluation – (Mediterranean Convention)
16
Region Secretariat Adopted Number of parties
Last ratification
Last meeting Planned meeting
Africa UNESCO Dakar
Arusha 1981
21 1998 Dakar, 2003 Dakar, July 2006
Arab UNESCO Beirut
Paris 1978 14 1991 Beirut, March 2006 2007
Asia & Pacific
UNESCO Bangkok
Bangkok 1983
20 2003 Kunming, May 2005
Seoul, 2007
LAC IESALC Caracas
Mexico City 1974
18 2005 San Salvador April 2006
Caracas, October 2006
MED UNESCO Paris
Nice 1976 11 2001 Split, June 2005
Egypt, 2007
Europe CEPES Bucharest & Council of Europe
Lisbon 1997
49 2005 Strasbourg June 2005
2007
UNESCO Regional conventions on the recognition of qualifications
17
International Information Tool on Recognised Higher Education Institutions
Aim: Increase transparency & facilitate students’ informed decision-making
The information tool would: – be hosted by UNESCO – include a comprehensive list of all higher education
institutions recognized by a competent national authority– be free of charge, easy to access, simple, user friendly,
provided online and searchable
Pilot: 8-12 countries from different regions and economic development (Dec. 2005 – July 2007)
19
International mobility of students
About 2.5 million foreign students in the world in 2004, 85% of whom in the OECD area
The majority (61%) of foreign students within the OECD area come from non-OECD countries
Student mobility has nearly tripled since 1980 and has increased by 50% since 1998
20
25 top destination countries for foreign students in absolute terms (2004)
0
100 000
200 000
300 000
400 000
500 000
600 000
700 000
Uni
ted
Stat
es
Uni
ted
Kin
gdom
Ger
man
yFr
ance
Aus
tral
iaJa
pan
Rus
sian
Fede
ratio
nSo
uth
Afr
ica
Ital
yC
anad
aB
elgi
umSw
itzer
land
Swed
enA
ustr
iaM
alay
siaN
ew Z
eala
ndN
ethe
rlan
dsD
enm
ark
Kyr
gyzs
tan
Jord
anU
krai
nePo
rtug
alSp
ain
Mac
ao, C
hina
Leb
anon
Source: UIS
70%
21
25 top receiving countries in relative terms (2004)
0
10
20
30
40
50
60
70
Mac
ao, C
hina Fiji
Cyp
rus
Qat
arSw
itzer
land
Aus
tral
iaA
ustr
iaN
ew Z
eala
ndU
nite
d K
ingd
omFr
ance
Bel
gium
Leb
anon
Den
mar
kN
amib
iaT
ogo
Jord
anK
yrgy
zsta
nSw
eden
Bah
rain
Sout
h A
fric
aM
ali
Irel
and
Nor
way
Sene
gal
Mal
aysia
Source: UIS
22
25 top countries of origin of foreign students (2004)
0
50 000
100 000
150 000
200 000
250 000
300 000
350 000
400 000
Chi
naIn
dia
Rep
ublic
of K
orea
Japa
nG
erm
any
Fran
ceT
urke
yM
oroc
coG
reec
eU
nite
d St
ates
Mal
aysia
Can
ada
Ital
y
Rus
sian
Fede
ratio
n
Hon
g K
ong
(Chi
na),
SAR
Indo
nesi
aPo
land
Kaz
akhs
tan
Spai
nU
krai
neB
ulga
ria
Alg
eria
Tha
iland
Uni
ted
Kin
gdom
Mex
ico
Source: UIS
23
Outbound mobility (%) (2004)
0
50
100
150
200
250
300
350
400
And
orra
Lux
embo
urg
Djib
outi
Com
oros
Gui
nea-
Biss
auC
ape
Ver
deB
eliz
eT
onga
Cyp
rus
Gam
bia
Cay
man
Isla
nds
Les
otho
Equ
ator
ial G
uine
aB
otsw
ana
Nam
ibia
Ber
mud
aG
abon
Ang
ola
Sain
t Luc
iaM
auri
tius
Bru
nei D
arus
sala
mC
ongo
Cha
dSw
azila
ndA
lban
iaSa
moa
Zim
babw
e
Tri
nida
d an
d T
obag
oM
alaw
iSu
rina
me
Icel
and
(p)
Mau
rita
nia
Hon
g K
ong
(Chi
na),
SAR
Sene
gal
Pala
uB
arba
dos
Eri
trea
Cam
eroo
nG
uine
aB
enin
Tog
oV
anua
tuM
oroc
coJa
mai
ca
Source: UIS
Domestic students abroad expressed as a percentage of the country’s tertiary enrolments
24
Internal regional mobility (2004)
19%
12%
3% 2% 1% 1% 1% 0%0%2%4%6%8%
10%12%14%16%18%20%
N. A
mer
ica
& W
. Eur
ope
Eas
t Asi
a an
d th
e Pa
cific
Cen
tral
and
Eas
tern
Eur
ope
Sub-
Saha
ran
Afr
ica
Lat
in A
mer
ica
and
the
Car
i...
Ara
b St
ates
Cen
tral
Asi
a
Sout
h an
d W
est A
sia
Source: UIS
Share of international students studying abroad in their region of origin
25
Distribution of all foreign students across regions (2004)
72%
16%5% 2% 1% 1% 1% 0%
0%
10%20%
30%
40%
50%60%
70%
80%
N. A
mer
ica
& W
. Eur
ope
Eas
t Asi
a an
d th
e Pa
cific
Cen
tral
and
Eas
tern
Eur
ope
Sub-
Saha
ran
Afr
ica
Ara
b St
ates
Cen
tral
Asi
aL
atin
Am
eric
a an
d th
e C
ari..
.
Sout
h an
d W
est A
sia
Source: UIS
26
45%
54%
26%
82%
30%
48%
40%
79%
Europe
13%
46%
5%
29%
4%
10%
4%
Asia-Pacific
100%33%From WORLD
1%28%From Oceania
30%13%From Europe
41%From Asia
4%48%From S. America
6%50%From N. America
12%17%From Africa
OECDNorth
AmericaOECD receiving countries in
Origin of foreign students in the OECD area (2003)
Source: OECD
27
International mobility of programmes and institutions
Educational programme and institution mobility is still limited in scale but grows rapidly, especially in the Asia-Pacific region
– 33% of all international students enrolled in Australian institutions studied from their country in 2004 (against 24% in 1996 and 37% in 2001)
– Singapore: more undergraduate students accessed a foreign programme from Singapore than studied abroad in 2000
– China: 9-fold increase in foreign programmes between 1995 and 2003