CANQATE: We/UNESCO are not doing anything there yet The GCC-proposal was referred to in the 2004 INQAAHE workshop that was held in Oman. I guess the Omanis would be the driving force (from the Minister + delegation meeting) but I have no further news about it. (I should check it with the ambassador) RIACES: ( Red Iboamericana para la Acreditacion de la Calidad de la Educacion Superior) established in 2002 as a network of Latin American and Spanish quality assurance agencies and organisations dealing with higher education. (Some Ministries) They had a presentation of the guidelines at the conference in March – I haven’t got any reply from Ivan yet as how it went. APQN is already helping to build alliances between agencies, and assisting countries that do not have a quality assurance agency of their own. Obtained World Bank support for capacity-building through the early years. This may provide a good link for the African network ENQA in cooperation with EUA, EURASHE, and ESIB was invited (in the Berlin communique. of 19 September 2003) by the Ministers of the Bologna Process signatory states to develop “Standards and Guidelines for Quality Assurance in the European Higher Education Area” to be discussed in May in Bergen (report available at the Bologna website) ECA European Consortium for Accreditation in Higher Education (ECA). Consist of 13 QA agencies from 7 . The ultimate aim of the consortium is the achievement of mutual recognition of accreditation decisions among the participants before the end of 2007.
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
“ 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) .”
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;
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