The document provides guidelines for quality assurance in cross-border higher education. It was jointly developed by UNESCO and the OECD to [1] protect students from low-quality education and disreputable providers, as well as [2] encourage high-quality cross-border education. As cross-border education has grown, new challenges have emerged for quality assurance systems, leaving some students vulnerable. The guidelines aim to address these challenges through strengthened international cooperation, more transparent information, and capacity building support for developing countries.
The document provides information on the Malaysian Qualifications Framework (MQF), including its definition, benefits, levels of qualifications, and education pathways. The key points are:
1) The MQF establishes a national qualifications framework that classifies qualifications based on learning outcomes and credit hours. This provides transparency and promotes understanding of qualification standards.
2) The MQF has eight qualification levels from certificate to doctorate degree. Levels are differentiated based on depth of knowledge, skills, decision-making ability, and other criteria.
3) The MQF supports lifelong learning by linking qualifications and allowing credit transfers. This provides education pathways and opportunities for individuals to progress in their education and careers.
1. Transnational education (TNE) involves higher education study programs where learners are located in a different country than the awarding institution. TNE has increased in recent years and takes various forms such as franchising programs, branch campuses, and distance learning.
2. TNE poses challenges for quality assurance, accreditation, and recognition of qualifications between national education systems. It also raises issues about equal access to education and the commercialization of education.
3. While TNE can increase access to education, some programs operate for-profit and charge very high tuition fees, threatening principles of affordable and equitable education. Quality assurance is also difficult with some transnational programs that are not part of any
The East African Community (EAC) has a long history of cooperation in higher education dating back to the 1960s. The Inter-University Council for East Africa (IUCEA) was established to facilitate collaboration among universities in the region. While progress has been made in harmonizing quality assurance systems, challenges remain in fully recognizing academic credentials across EAC countries due to differences in curricula and qualifications. The IUCEA is working to develop an East African Qualifications Framework to promote recognition of qualifications and mobility of students and professionals in the region.
The document proposes the development of a Caribbean Qualifications Framework (CQF) to standardize qualifications across the Caribbean region. It provides background on the Caribbean Examinations Council (CXC) and the various qualifications it has developed over 40 years. It then discusses the need for a CQF in the current environment given increasing regional economic integration and the variety of education/training providers. The document outlines key considerations for the CQF's design, including whether it should focus on inputs or outcomes, its integration and levels. It argues a CQF could facilitate worker mobility and support sustainable development through qualifications recognition.
This document provides background on the development of a standards framework for teachers and school leaders in Commonwealth countries. It discusses key issues around professional standards, including their purpose of improving teaching quality and recognizing it as a profession. It outlines debates around professional standards at the international level and in Commonwealth countries. The framework aims to guide career progression, support teacher development, and improve education quality. It is based on extensive consultation workshops between 2011-2013 involving multiple Commonwealth countries.
This document is a request for proposals from institutions to host and manage logistics for two study exchange programs between universities in Afghanistan and the United States. The first program involves 15 participants from Shaheed Rabani Educational University in Afghanistan visiting a U.S. institution to receive training on curriculum development, pedagogy, and program assessment for a Master's in Educational Leadership and Management. The second program involves 9 participants from Kabul Polytechnic University visiting a U.S. institution for training on instructional techniques and workforce development for an Associate Degree in Information Technology. Proposals are due by September 30th and should include detailed logistical plans, experience hosting similar programs, staffing plans, and budgets. The award will be made based on
Social dimension in quality assurance – towards framing the key challengesDominic Orr
The presentation starts out from an understanding of quality assurance, which has a norming and a mapping function in higher education. This means it is also agenda-setting. Assuring the social dimension of higher education provision is a central component of the quality agenda. Therefore, it is necessary to have a discussion on which parts of the higher education lifecycle can be supported and how using quality assurance procedures. There are at least 4 tensions, which challenge any quality assurance procedure for higher education in the context of the social dimension.
1) The document discusses the opportunities and challenges of cross-border education expansion and what services are needed for member institutions of university associations.
2) It recommends establishing a regional office of the International Association of Universities to facilitate cooperation between member states on issues like quality, management, and financing of higher education.
3) Other recommendations include developing programs to encourage student and faculty mobility and exchange, preparing reports on the state of higher education in member countries, and facilitating capacity building in the use of information technology for education.
The document provides information on the Malaysian Qualifications Framework (MQF), including its definition, benefits, levels of qualifications, and education pathways. The key points are:
1) The MQF establishes a national qualifications framework that classifies qualifications based on learning outcomes and credit hours. This provides transparency and promotes understanding of qualification standards.
2) The MQF has eight qualification levels from certificate to doctorate degree. Levels are differentiated based on depth of knowledge, skills, decision-making ability, and other criteria.
3) The MQF supports lifelong learning by linking qualifications and allowing credit transfers. This provides education pathways and opportunities for individuals to progress in their education and careers.
1. Transnational education (TNE) involves higher education study programs where learners are located in a different country than the awarding institution. TNE has increased in recent years and takes various forms such as franchising programs, branch campuses, and distance learning.
2. TNE poses challenges for quality assurance, accreditation, and recognition of qualifications between national education systems. It also raises issues about equal access to education and the commercialization of education.
3. While TNE can increase access to education, some programs operate for-profit and charge very high tuition fees, threatening principles of affordable and equitable education. Quality assurance is also difficult with some transnational programs that are not part of any
The East African Community (EAC) has a long history of cooperation in higher education dating back to the 1960s. The Inter-University Council for East Africa (IUCEA) was established to facilitate collaboration among universities in the region. While progress has been made in harmonizing quality assurance systems, challenges remain in fully recognizing academic credentials across EAC countries due to differences in curricula and qualifications. The IUCEA is working to develop an East African Qualifications Framework to promote recognition of qualifications and mobility of students and professionals in the region.
The document proposes the development of a Caribbean Qualifications Framework (CQF) to standardize qualifications across the Caribbean region. It provides background on the Caribbean Examinations Council (CXC) and the various qualifications it has developed over 40 years. It then discusses the need for a CQF in the current environment given increasing regional economic integration and the variety of education/training providers. The document outlines key considerations for the CQF's design, including whether it should focus on inputs or outcomes, its integration and levels. It argues a CQF could facilitate worker mobility and support sustainable development through qualifications recognition.
This document provides background on the development of a standards framework for teachers and school leaders in Commonwealth countries. It discusses key issues around professional standards, including their purpose of improving teaching quality and recognizing it as a profession. It outlines debates around professional standards at the international level and in Commonwealth countries. The framework aims to guide career progression, support teacher development, and improve education quality. It is based on extensive consultation workshops between 2011-2013 involving multiple Commonwealth countries.
This document is a request for proposals from institutions to host and manage logistics for two study exchange programs between universities in Afghanistan and the United States. The first program involves 15 participants from Shaheed Rabani Educational University in Afghanistan visiting a U.S. institution to receive training on curriculum development, pedagogy, and program assessment for a Master's in Educational Leadership and Management. The second program involves 9 participants from Kabul Polytechnic University visiting a U.S. institution for training on instructional techniques and workforce development for an Associate Degree in Information Technology. Proposals are due by September 30th and should include detailed logistical plans, experience hosting similar programs, staffing plans, and budgets. The award will be made based on
Social dimension in quality assurance – towards framing the key challengesDominic Orr
The presentation starts out from an understanding of quality assurance, which has a norming and a mapping function in higher education. This means it is also agenda-setting. Assuring the social dimension of higher education provision is a central component of the quality agenda. Therefore, it is necessary to have a discussion on which parts of the higher education lifecycle can be supported and how using quality assurance procedures. There are at least 4 tensions, which challenge any quality assurance procedure for higher education in the context of the social dimension.
1) The document discusses the opportunities and challenges of cross-border education expansion and what services are needed for member institutions of university associations.
2) It recommends establishing a regional office of the International Association of Universities to facilitate cooperation between member states on issues like quality, management, and financing of higher education.
3) Other recommendations include developing programs to encourage student and faculty mobility and exchange, preparing reports on the state of higher education in member countries, and facilitating capacity building in the use of information technology for education.
Providing Quality Mass Higher Education: the Egyptian Experience - Mostafa Ra...EduSkills OECD
Egypt faces the challenge of expanding higher education to meet growing demand while ensuring quality. Its strategic plan includes increasing access through open/distance learning, quality assurance measures, developing technical/vocational education, and human resource training. Innovative approaches address massification at the national level through policies like qualification frameworks and geographical enrollment distribution, and at the institutional level through diversified funding, non-traditional programs, and continuing education. Egypt is at a crossroads and must evaluate policies to resolve unemployment through higher education opportunities and curb brain drain.
Providing access to higher education through online programs in developing co...EduSkills OECD
There is a growing gap between the level of education most people have access to and what is needed globally for employment opportunities. While populations in developing countries are growing rapidly, access to higher education is still limited due to availability and affordability. Online education can help address this by making courses more accessible anywhere and affordable. However, developing successful online programs requires consideration of cultural and learning style differences to ensure relevance and support for students in different contexts. Overall, online education represents an opportunity to extend access to more people if implemented appropriately.
This document summarizes the UNESCO/OECD Guidelines on Quality Provision in Cross-Border Higher Education. It discusses the growth of cross-border higher education, the need for quality assurance guidelines, and the objectives and principles of the guidelines. The guidelines are voluntary and aim to encourage quality, protect students, and foster international cooperation in cross-border higher education.
This document discusses Mt. San Jacinto College's Dual Enrollment program, which allows high school students to simultaneously earn college credit. It aims to address declining rates of higher education attainment in the US and California. The program provides an alternative or supplement to AP courses. It seeks to increase college completion rates, close achievement gaps, and improve workforce readiness. Students can choose an academic transfer pathway or career technical pathway. Benefits include improved preparation for college, reduced costs and time to degree, and strengthened ties between high schools and colleges. The program aims to enhance student success while saving taxpayer money.
Zimbabwe qualifications framework on the higher educationGuide Bango
The document discusses the impact of Zimbabwe's envisaged National Qualifications Framework on higher education curriculum. The NQF aims to integrate and harmonize qualifications to improve transparency, access, and quality. This will impact curriculum development by requiring universities to standardize minimum bodies of knowledge for each program, align content levels, and refocus curricula on skills, competencies, and labor market needs. The new curriculum will need to implement recommendations to emphasize STEM, technical/vocational subjects, entrepreneurship, and indigenous knowledge while developing students' collaboration, problem-solving skills.
Canada-Caribbean-Central America Partnership Forummaymayli
The document summarizes a presentation given by the Association of Canadian Community Colleges (ACCC) to a Canada-Caribbean-Central America partnership forum. The ACCC represents over 150 post-secondary institutions across Canada. It discusses opportunities for collaboration between Canadian colleges and institutions in the Caribbean and Central America, including partnerships in areas like distance education, applied research, and helping international institutions better meet labor market needs through competency-based training and employer partnerships.
Quality Assurance in Higher Education in Arab Region - Karma El HassanEduSkills OECD
The document discusses quality assurance in higher education in the Arab region. It provides an overview of higher education achievements over the past decade, including increased enrollment rates, number of universities, and quality assurance initiatives. However, it also notes ongoing challenges around educational opportunity and quality of education. Quality assurance efforts in the region have included the establishment of inter-Arab systems and initiatives supported by international donors.
This document summarizes Christine Scholz's presentation on ESIB's policy paper on transnational education at a 2005 conference of the International Association of Universities.
[1] ESIB represents over 10 million students across Europe and drafted the 2002 policy paper to monitor developments in transnational education and develop policy recommendations from the student perspective.
[2] Traditionally, higher education was viewed as a public good but new views see it as a private good and commodity, leading universities to offer transnational programs to raise revenue. However, this can threaten quality assurance, equal access, and national higher education systems.
[3] The policy paper analyzed benefits like increased choice but also downsides like
Gateway Entrep Case Study Individual Final (2) (1)Robin Hoke
This document summarizes a partnership between Gateway Technical College in Wisconsin and École Supérieure de Technologie in Morocco to develop entrepreneurship and business skills. With initial funding from USAID, the schools replicated Gateway's "Biz Squad" course at ESTO to have student teams work with local businesses. The program aimed to increase entrepreneurial skills, provide technical assistance to small businesses, offer experiential learning, and connect students to regional industry. It aligned with Moroccan government goals but faced challenges adapting the American model due to cultural and gender differences in Morocco. The project concluded after achieving its objectives of developing individual and institutional capacity for entrepreneurship education.
The document is a speech given by Christine Scholz of ESIB - The National Unions of Students in Europe at the International Association of Universities Conference on cross-border higher education.
The speech discusses [1] ESIB's role in representing over 10 million students across Europe, [2] the rationale for ESIB drafting a policy paper on transnational education in 2002 due to changes in higher education, and [3] the challenges of quality assurance, recognition and ensuring access when providing higher education across borders.
Alex. bd unesco council of europe code of good practicein the provision of tr...IAU_Past_Conferences
This document outlines a code of good practice for transnational education. It establishes definitions for key terms like awarding institution, providing institution, and transnational arrangements. It also lists several principles for transnational education. The two key principles are that:
1) Transnational arrangements should expand access to higher education while meeting student needs and complying with laws of both countries. Written agreements are required.
2) Academic quality and standards of transnational programs must be comparable to the awarding institution and receiving country. Institutions are responsible for quality assurance.
International higher education across borders provides opportunities for both academic institutions and students through cultural exchange and globalization. However, it also faces challenges such as high costs, quality assurance between countries, and security issues. The document discusses how international education can be stimulated through various modes like distance learning or satellite campuses. While opportunities exist, issues around regulations, policies, and host country acceptance must be addressed to realize the benefits of international higher education.
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet
engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the
options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
The following is a presentation on how MOOCs could be incorporated into Community Engagement (CE) at the University of South Africa. Presenter: Denzil Chetty
IHEs Comment on State Authorization for Distance Ed Rules_8.24.16 FNL.PDFBrianna Bates
This letter is signed by 17 universities and sent to the Department of Education regarding proposed regulations for state authorization of distance education programs. The universities express concerns that the regulations could impede progress in online education by increasing compliance burdens and costs. While they support reasonable consumer protections, they believe accreditation should be sufficient and that the regulations risk limiting access to high-quality online programs from nonprofit universities.
EducationUSA is a network of over 400 international student advising centers in over 170 countries supported by the U.S. Department of State. The centers provide accurate information about opportunities to study in the United States and promote the advantages of U.S. higher education globally. In the Western Hemisphere region, there are 115 centers across 31 countries serving over 91,700 students studying in the U.S. annually. The centers offer advising services to students and outreach services to U.S. institutions to foster partnerships between international and U.S. schools.
This document provides information on various upcoming events and programs for teachers in Tasmania, including maintaining teacher registration online by December 31, 2013, a science education program, an art competition for kids, an autumn seminar in May 2014, a summer science experience at the University of Tasmania, a reading tutor program workshop in February, and a whitewater rescue course in February 2014.
The National Water Quality Monitoring Council developed a framework to improve water quality monitoring. The framework outlines six steps: 1) communicate, coordinate and collaborate, 2) develop monitoring objectives, 3) design monitoring programs, 4) collect field and lab data, 5) compile and manage data, and 6) assess, interpret and convey findings. The framework is meant to guide monitoring efforts and help produce comparable, useful data to understand and protect water resources.
The document discusses the importance of blogging for businesses and provides tips for blogging success. It outlines three key reasons why blogging is important: it is an important social media channel, it relies on earning interest rather than buying it through inbound marketing, and it can help measure marketing results. The document then discusses three steps for blogging success: having effective content, consistency in posting, and focusing on high-quality content. It provides specific suggestions in each of these areas and emphasizes measuring results through analytics.
Stages of stress applied to academic testingdrmccreedy
The document outlines three stages of stress when preparing for and taking an academic test: 1) Stage 1 "Alarm" is characterized by initial anxiety and physical symptoms but a slight increase in concentration, logical thinking, and memory recall. 2) Stage 2 "Fear" sees additional physical symptoms and slight decreases in concentration, memory, and logical thinking - action should be taken. 3) Stage 3 is "Full Blown Test Anxiety" where intense feelings and physical symptoms greatly decrease concentration, logical thinking, and memory recall, making it seldom manageable during the test.
This document is an internship application for Finn Digital. It requests contact information from applicants and asks them to specify the job they are applying for, how they heard about the internship, and to list impressive websites and explain why. It also contains short answer questions about the applicant's strengths, weaknesses, career goals, work style, and most proud project. Applicants are instructed to include their resume and portfolio link in an email to careers@finndigital.com.
This document outlines the sections and questions for the Post Production I exam for the third semester of a Bachelor of Science in Animation degree. It includes both theory and practical sections.
The theory section has three parts: short answer questions on concepts like motion parallax and bit depth (Section I-A); longer answer questions on topics such as tracking elements and adjustment layers (Section I-B); and an essay question on prerequisites for greenscreen/bluescreen shooting or types of blur used in compositing (Section I-C).
The practical section has students complete compositing tasks like corner pinning footage, keying and replacing backgrounds, creating title animations, converting footage between day/night, and color correction or a
Providing Quality Mass Higher Education: the Egyptian Experience - Mostafa Ra...EduSkills OECD
Egypt faces the challenge of expanding higher education to meet growing demand while ensuring quality. Its strategic plan includes increasing access through open/distance learning, quality assurance measures, developing technical/vocational education, and human resource training. Innovative approaches address massification at the national level through policies like qualification frameworks and geographical enrollment distribution, and at the institutional level through diversified funding, non-traditional programs, and continuing education. Egypt is at a crossroads and must evaluate policies to resolve unemployment through higher education opportunities and curb brain drain.
Providing access to higher education through online programs in developing co...EduSkills OECD
There is a growing gap between the level of education most people have access to and what is needed globally for employment opportunities. While populations in developing countries are growing rapidly, access to higher education is still limited due to availability and affordability. Online education can help address this by making courses more accessible anywhere and affordable. However, developing successful online programs requires consideration of cultural and learning style differences to ensure relevance and support for students in different contexts. Overall, online education represents an opportunity to extend access to more people if implemented appropriately.
This document summarizes the UNESCO/OECD Guidelines on Quality Provision in Cross-Border Higher Education. It discusses the growth of cross-border higher education, the need for quality assurance guidelines, and the objectives and principles of the guidelines. The guidelines are voluntary and aim to encourage quality, protect students, and foster international cooperation in cross-border higher education.
This document discusses Mt. San Jacinto College's Dual Enrollment program, which allows high school students to simultaneously earn college credit. It aims to address declining rates of higher education attainment in the US and California. The program provides an alternative or supplement to AP courses. It seeks to increase college completion rates, close achievement gaps, and improve workforce readiness. Students can choose an academic transfer pathway or career technical pathway. Benefits include improved preparation for college, reduced costs and time to degree, and strengthened ties between high schools and colleges. The program aims to enhance student success while saving taxpayer money.
Zimbabwe qualifications framework on the higher educationGuide Bango
The document discusses the impact of Zimbabwe's envisaged National Qualifications Framework on higher education curriculum. The NQF aims to integrate and harmonize qualifications to improve transparency, access, and quality. This will impact curriculum development by requiring universities to standardize minimum bodies of knowledge for each program, align content levels, and refocus curricula on skills, competencies, and labor market needs. The new curriculum will need to implement recommendations to emphasize STEM, technical/vocational subjects, entrepreneurship, and indigenous knowledge while developing students' collaboration, problem-solving skills.
Canada-Caribbean-Central America Partnership Forummaymayli
The document summarizes a presentation given by the Association of Canadian Community Colleges (ACCC) to a Canada-Caribbean-Central America partnership forum. The ACCC represents over 150 post-secondary institutions across Canada. It discusses opportunities for collaboration between Canadian colleges and institutions in the Caribbean and Central America, including partnerships in areas like distance education, applied research, and helping international institutions better meet labor market needs through competency-based training and employer partnerships.
Quality Assurance in Higher Education in Arab Region - Karma El HassanEduSkills OECD
The document discusses quality assurance in higher education in the Arab region. It provides an overview of higher education achievements over the past decade, including increased enrollment rates, number of universities, and quality assurance initiatives. However, it also notes ongoing challenges around educational opportunity and quality of education. Quality assurance efforts in the region have included the establishment of inter-Arab systems and initiatives supported by international donors.
This document summarizes Christine Scholz's presentation on ESIB's policy paper on transnational education at a 2005 conference of the International Association of Universities.
[1] ESIB represents over 10 million students across Europe and drafted the 2002 policy paper to monitor developments in transnational education and develop policy recommendations from the student perspective.
[2] Traditionally, higher education was viewed as a public good but new views see it as a private good and commodity, leading universities to offer transnational programs to raise revenue. However, this can threaten quality assurance, equal access, and national higher education systems.
[3] The policy paper analyzed benefits like increased choice but also downsides like
Gateway Entrep Case Study Individual Final (2) (1)Robin Hoke
This document summarizes a partnership between Gateway Technical College in Wisconsin and École Supérieure de Technologie in Morocco to develop entrepreneurship and business skills. With initial funding from USAID, the schools replicated Gateway's "Biz Squad" course at ESTO to have student teams work with local businesses. The program aimed to increase entrepreneurial skills, provide technical assistance to small businesses, offer experiential learning, and connect students to regional industry. It aligned with Moroccan government goals but faced challenges adapting the American model due to cultural and gender differences in Morocco. The project concluded after achieving its objectives of developing individual and institutional capacity for entrepreneurship education.
The document is a speech given by Christine Scholz of ESIB - The National Unions of Students in Europe at the International Association of Universities Conference on cross-border higher education.
The speech discusses [1] ESIB's role in representing over 10 million students across Europe, [2] the rationale for ESIB drafting a policy paper on transnational education in 2002 due to changes in higher education, and [3] the challenges of quality assurance, recognition and ensuring access when providing higher education across borders.
Alex. bd unesco council of europe code of good practicein the provision of tr...IAU_Past_Conferences
This document outlines a code of good practice for transnational education. It establishes definitions for key terms like awarding institution, providing institution, and transnational arrangements. It also lists several principles for transnational education. The two key principles are that:
1) Transnational arrangements should expand access to higher education while meeting student needs and complying with laws of both countries. Written agreements are required.
2) Academic quality and standards of transnational programs must be comparable to the awarding institution and receiving country. Institutions are responsible for quality assurance.
International higher education across borders provides opportunities for both academic institutions and students through cultural exchange and globalization. However, it also faces challenges such as high costs, quality assurance between countries, and security issues. The document discusses how international education can be stimulated through various modes like distance learning or satellite campuses. While opportunities exist, issues around regulations, policies, and host country acceptance must be addressed to realize the benefits of international higher education.
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet
engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the
options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
The following is a presentation on how MOOCs could be incorporated into Community Engagement (CE) at the University of South Africa. Presenter: Denzil Chetty
IHEs Comment on State Authorization for Distance Ed Rules_8.24.16 FNL.PDFBrianna Bates
This letter is signed by 17 universities and sent to the Department of Education regarding proposed regulations for state authorization of distance education programs. The universities express concerns that the regulations could impede progress in online education by increasing compliance burdens and costs. While they support reasonable consumer protections, they believe accreditation should be sufficient and that the regulations risk limiting access to high-quality online programs from nonprofit universities.
EducationUSA is a network of over 400 international student advising centers in over 170 countries supported by the U.S. Department of State. The centers provide accurate information about opportunities to study in the United States and promote the advantages of U.S. higher education globally. In the Western Hemisphere region, there are 115 centers across 31 countries serving over 91,700 students studying in the U.S. annually. The centers offer advising services to students and outreach services to U.S. institutions to foster partnerships between international and U.S. schools.
This document provides information on various upcoming events and programs for teachers in Tasmania, including maintaining teacher registration online by December 31, 2013, a science education program, an art competition for kids, an autumn seminar in May 2014, a summer science experience at the University of Tasmania, a reading tutor program workshop in February, and a whitewater rescue course in February 2014.
The National Water Quality Monitoring Council developed a framework to improve water quality monitoring. The framework outlines six steps: 1) communicate, coordinate and collaborate, 2) develop monitoring objectives, 3) design monitoring programs, 4) collect field and lab data, 5) compile and manage data, and 6) assess, interpret and convey findings. The framework is meant to guide monitoring efforts and help produce comparable, useful data to understand and protect water resources.
The document discusses the importance of blogging for businesses and provides tips for blogging success. It outlines three key reasons why blogging is important: it is an important social media channel, it relies on earning interest rather than buying it through inbound marketing, and it can help measure marketing results. The document then discusses three steps for blogging success: having effective content, consistency in posting, and focusing on high-quality content. It provides specific suggestions in each of these areas and emphasizes measuring results through analytics.
Stages of stress applied to academic testingdrmccreedy
The document outlines three stages of stress when preparing for and taking an academic test: 1) Stage 1 "Alarm" is characterized by initial anxiety and physical symptoms but a slight increase in concentration, logical thinking, and memory recall. 2) Stage 2 "Fear" sees additional physical symptoms and slight decreases in concentration, memory, and logical thinking - action should be taken. 3) Stage 3 is "Full Blown Test Anxiety" where intense feelings and physical symptoms greatly decrease concentration, logical thinking, and memory recall, making it seldom manageable during the test.
This document is an internship application for Finn Digital. It requests contact information from applicants and asks them to specify the job they are applying for, how they heard about the internship, and to list impressive websites and explain why. It also contains short answer questions about the applicant's strengths, weaknesses, career goals, work style, and most proud project. Applicants are instructed to include their resume and portfolio link in an email to careers@finndigital.com.
This document outlines the sections and questions for the Post Production I exam for the third semester of a Bachelor of Science in Animation degree. It includes both theory and practical sections.
The theory section has three parts: short answer questions on concepts like motion parallax and bit depth (Section I-A); longer answer questions on topics such as tracking elements and adjustment layers (Section I-B); and an essay question on prerequisites for greenscreen/bluescreen shooting or types of blur used in compositing (Section I-C).
The practical section has students complete compositing tasks like corner pinning footage, keying and replacing backgrounds, creating title animations, converting footage between day/night, and color correction or a
This document discusses developing yourself as a product for the job market. It emphasizes that your skills are not what people want, but rather the application of your skills to meet their needs. Buyers have personal and organizational needs, usually related to revenue/funding and costs/burdens. The document provides exercises to identify target organizations and determine if their needs align with what you can provide. It also discusses building a story around how your purpose meets their needs, getting them interested enough to ask you to fulfill that need, and closing the sale by getting a job offer.
The traditional ways of measuring multi-channel marketing one channel at a time no longer work because consumers don’t interact with companies or their products that way. They cross channels and move through a variety of touch points, using a number of different devices, from anywhere in the world. Fueled by ubiquitous connectivity, consumers are more empowered than ever, creating a challenge for advertisers to measure and improve the performance of their marketing channels, tactics and strategies.
1. Lucy likes watching TV too much and spends too much time watching TV.
2. Her parents don't allow her to watch TV anymore because they are worried about her study and health.
3. Lucy quarreled with her parents and doesn't know what to do now.
This document summarizes the UNESCO/OECD Guidelines on Quality Provision in Cross-Border Higher Education. It discusses the growth of cross-border higher education, the need for quality assurance guidelines, and the objectives and principles of the guidelines. The guidelines are voluntary and aim to encourage quality, protect students, and foster international cooperation in cross-border higher education.
This chapter introduces quality assurance in tertiary education. It discusses that institutions are accountable to stakeholders to ensure students receive a quality education comparable to international standards. Quality assurance helps institutions monitor their activities and objectives through effective structures and systems. It can be internal, conducted by the institution itself, or external, conducted by an outside body like the Tertiary Education Commission. Quality assurance focuses on both improvement and accountability. While it requires resources, it also increases quality consciousness and drives continuous improvement. The chapter traces how stakeholder involvement has expanded over time to include students, employers, and external experts in curriculum design and decision making.
Alex. bd iau aucc-ace-chea statement on sharing quality higher education acro...IAU_Past_Conferences
This document outlines principles to guide cross-border higher education. It was created by several international higher education associations to address the challenges of increasing cross-border education. It lays out principles such as contributing to economic/social/cultural well-being, strengthening developing countries' education, being accountable and transparent, and expanding faculty/student mobility. It recommends higher education institutions and providers implement these principles and work with governments and organizations on related policies and research.
Quality in online, open and flexible education - a global perspectiveicdeslides
A presentation from International Council for Open and Distance Education - ICDE at the VI Cread Andes Convention and VI Virtual Educa Ecuador Conference in Ecuador, 29 May - 1 June 2018
The document summarizes the UNESCO/OECD Guidelines on Quality Provision in Cross-Border Higher Education. It discusses the status and implementation of the guidelines, as well as the need for them given the growth of cross-border higher education. The guidelines aim to support quality, protect students, and encourage cooperation. They provide principles and guidance for higher education institutions, quality assurance bodies, and other stakeholders to help ensure quality in cross-border education. Next steps discussed include information tools, conferences, and assessing how the guidelines have been applied.
This document provides a checklist for institutions to evaluate their cross-border education programs and practices. The checklist is based on principles outlined in a 2004 joint statement by several higher education associations. It contains questions in several areas: contributing to the public good; building host country capacity; ensuring program quality, accessibility, and recognition; providing transparency; and committing to high-quality cross-border education. The checklist is intended to help institutions design, assess, and improve their cross-border initiatives according to standards of good practice.
7 national higher education policies towards asean community by 2015 v2gatothp
The document discusses national higher education policies in Southeast Asian countries towards achieving the goals of the ASEAN Community by 2015. It outlines the three pillars of the ASEAN Community - political and security, economic, and socio-cultural. It then summarizes higher education trends in individual Southeast Asian countries and common challenges faced in the region. Finally, it proposes future policy discussions and regional strategies to address issues around quality assurance, research, cross-border education, and sustainable development.
Towards quality in e learning quality assurance - epprobate international cou...Marjan Milošević
This document discusses quality assurance in e-learning and the Epprobate international quality label for e-learning courseware. It provides background on e-learning quality, certification approaches, and the BADEN project. It then describes the aim, objectives, procedure, self-assessment document, evaluation process, and quality grid of the Epprobate label. The conclusion states that Epprobate makes progress in addressing challenges of internationalization, distinguishing quality assurance scales, and using an objective yet not overly complex methodology.
The importance of international education evaluations in our ever-changing world cannot be overstated. These evaluations serve as a valuable tool for stakeholders to assess the quality, effectiveness, and relevance of educational systems on a global scale.
The document discusses the development of a national qualifications framework in the UAE called the QFEmirates. It provides context on the international trend of implementing national qualifications frameworks and outlines the key benefits of the QFEmirates, which include providing improved access to education and training opportunities, recognition of prior learning, and alignment with international frameworks. The QFEmirates is described as having three levels - levels, learning outcomes, and qualification types. It also integrates core life skills and allows for recognition of formal, non-formal and informal learning through its approach.
Quality assurance in virtual education accreditation keynote-ossiannilsson_2018Ebba Ossiannilsson
My keynote at the Virtual Distance Education Quality and Trends Conference in Santo Doming, R, D.,organized by Ministerio de Educación Superior Ciencia y Tecnología, MESCyT, and Universidad Abierta para Adultos, UAPA 30 May 2018
The Quest for Quality in Digital Higher Education: A Critical Analysis of QA ...Mark Brown
This document discusses quality assurance frameworks for digital higher education. It provides an outline that includes framing remarks on the definition of quality, a critical analysis of existing quality assurance frameworks, and how quality assurance agencies are responding globally. The analysis finds that while frameworks commonly include similar domains, more research is needed on implementation. Quality assurance approaches are diverse, ranging from frameworks integrated into general guidelines to supplementary guidelines. Overall, the document argues that ensuring quality in digital education remains an ongoing challenge due to implementation gaps and disconnects between frameworks.
Factors Affecting Higher Education Quality in Bangladesh: An Attempt to Impro...IJSB
To meet the globalization challenges raising higher education quality to the world standard is essential. Because Economic Factors, An Era of Competition, Demographic Realities, lack of infrastectural development ,Governmental Political and Legal Challenges, Religious Factors, internal conflicts among educational institutions, corruption etc affect quality of higher education in Bangladesh. Bangladesh Govt. has taken initiatives to develop the quality of tertiary education. Govt. plans to prepare university graduates in such way that they can successfully compete in the context of international knowledge society. The Government prepared a Higher Education Strategic Plan 2006-26, which was fully homegrown with participation of front-line academics from both public and private universities and representatives from think-tanks and the private sector. Accordingly, the Ministry of Education, with the assistance of the World Bank, has undertaken a Higher Education Quality Enhancement Project (HEQEP). The project aims at improving the quality of teaching-learning and research capabilities of the tertiary education institutions through encouraging both innovation and accountability and by enhancing the technical and institutional capacity of the higher education sector. he Higher Education Quality Enhancement Project (HEQEP) will comprise of the following 4 (four) components: (i) promotion of academic innovation in teaching-learning and research through an Academic Innovation Fun (AIF) allocating funds on a competitive basis to public and private universities; (ii) institutional capacity building at the University Grants Commission (UGC) and the universities; (iii) connectivity capacity building for universities and research centers through the development of the Bangladesh Research and Education Network (BdREN) ; and (iv) support to the operation of the project implementation unit. The University Grants Commission of Bangladesh is the implementing agency of the project. A HEQEP Unit has been established in UGC for implementation, management, monitoring and evaluation of the activities.
CHED Program for Tertiary Education Programs.pptxMARYANNPIQUERO1
The document summarizes the CHED Program for Tertiary Education Programs which includes quality assurance initiatives like setting and enforcing standards and guidelines for academic programs, monitoring compliance, and accreditation. It also discusses ensuring access to quality higher education through student financial assistance programs, promoting alternative learning, and improving employability through aligning programs with national development goals and conducting relevant research.
The document discusses the revised process for assessment and accreditation of higher education institutions by the National Assessment and Accreditation Council (NAAC) in India. Some key points:
1. The revised process aims to make the accreditation process more robust, objective, transparent, scalable and ICT-enabled, with reduced duration.
2. The revisions are based on feedback from stakeholders like academic experts and institutions. It resulted in developing technology-enabled and user-friendly assessment frameworks.
3. A new manual was developed for the accreditation of dual-mode universities which offer both conventional and distance learning programs, based on inputs from expert committees and stakeholders.
4. The manual will
Functions and Rules of Institutional Quality Assurance Cell (IQAC) Md. Nazrul Islam
After completion of the training workshop, the participants will be able to know:
- the Significance of IQAC;
- QA in Higher Education;
- Institutional Quality Assurance Cell (IQAC)
- Establishment of IQAC
- Objectives of the IQAC
- Purposes of Quality in Higher Education
- The Role of IQAC
- IQAC Management
- Quality Assurance Committee (QAC)
- Functions of IQAC
- Conclusion
This document provides an introduction and preface to the revised manual for assessment and accreditation of affiliated/constituent undergraduate and postgraduate colleges by the National Assessment and Accreditation Council (NAAC). Some key points:
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- Separate manuals have been developed for universities, autonomous colleges, and affiliated/constituent colleges.
- Special efforts have been made to customize some quality indicators to different categories of institutions.
- The Self-Study Report continues to be the backbone of the accreditation process.
- The manual
Changes in the global economy have posed challenges to many education providers. This has created a demand for innovative international education and training options, a demand which institutions have been unable to fulfil because of financial and resource constraints and a lack of pedagogical and program-design expertise. Eridux can assist institutions in crafting solutions to these challenges through institutional innovation, creative program design.
Similar to Alex. bd unesco oecd draft guidelines for quality provision in cross-border higher education (20)
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This document summarizes the findings of a global study on organizational structures that support community-university research partnerships (CURPs). The study included a global survey of 336 respondents from 53 countries as well as 12 case studies. Key findings include that most higher education institutions have created structures to support CURPs in the last 10 years, but there is still a large variation in how CURPs are conceptualized and practiced globally. National policies that explicitly include community engagement and research in higher education tend to encourage the institutionalization of CURPs. Specific funding programs and knowledge-sharing platforms at the national level also help strengthen CURPs. While many countries have made progress, true co-creation of knowledge and accountability to communities is still lacking in most partnerships.
This document contains the opening remarks from the Secretary General of the International Association of Universities (IAU) at the 6th Global Meeting of Associations. The Secretary General welcomed participants and thanked partners for hosting the event in Montreal. Originally planned for Accra, Ghana, the meeting was relocated due to Ebola and the theme was changed to "Social Innovation". Over the two-day event, participants will discuss the role of universities and associations in social innovation through case studies and panels on defining social innovation, measuring impact, and engaging stakeholders. The Secretary General emphasized that while technology is important, social problems require social solutions and universities are well-positioned to contribute through learning, research, and outreach.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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'Land uses,' which are determined by both human activities and the physical characteristics of the
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accelerated due to factors such as agriculture and urbanization. Information regarding land use and
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providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
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changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
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help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Alex. bd unesco oecd draft guidelines for quality provision in cross-border higher education
1. DRAFT
(Revised after public consultation)
(17 March 2005)
GUIDELINES1 FOR QUALITY PROVISION IN CROSS-BORDER HIGHER EDUCATION
JOINTLY ELABORATED BY UNESCO AND THE OECD
PART II. PRIMER
I. Introduction
Purpose of the Guidelines
1. The Guidelines aim to support and encourage international cooperation and enhance the
understanding of the importance of quality provision in cross-border higher education2. The purposes of
the Guidelines are to protect students and other stakeholders from low-quality provision and disreputable
providers3 as well as to encourage the development of quality cross-border higher education that meets
human, social, economic and cultural needs.
Rationale for the Guidelines
2. Since the 1980s, cross-border higher education through the mobility of students, academic staff,
programmes/institutions and professionals has grown considerably. In parallel, new delivery modes and
cross-border providers have appeared, such as campuses abroad, electronic delivery of higher education
and for-profit providers. These new forms of cross-border higher education offer increased opportunities
for improving the skills and competencies of individual students and the quality of national higher
education systems, provided they aim at benefiting the human, social, economic and cultural development
of the receiving country.
3. While in some countries the national frameworks for quality assurance, accreditation and the
recognition of qualifications take into account cross-border higher education, in many countries they are
still not geared to addressing the challenges of cross-border provision. Furthermore, the lack of
comprehensive frameworks for co-ordinating various initiatives at the international level, together with the
diversity and unevenness of the quality assurance and accreditation systems at the national level, create
gaps in the quality assurance of cross-border higher education, leaving some cross-border higher education
1
These Guidelines are not legally binding and member countries are expected to implement the Guidelines
as appropriate in their national context.
2
In these Guidelines, cross-border higher education 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 travelling abroad and campuses abroad) to distance learning (using a
range of technologies and including e-learning).
3
In this context ‘disreputable providers’ refer to degree and accreditation mills.
Note: this text is available online at: www.oecd.org/dataoecd/34/42/34732302.pdf 21
2. provision outside any framework of quality assurance and accreditation. This makes students and other
stakeholders more vulnerable to low-quality provision and disreputable providers4 of cross-border higher
education. The challenge faced by current quality assurance and accreditation systems is to develop
appropriate procedures and systems to cover foreign providers and programmes (in addition to national
providers and programmes) in order to maximise the benefits and limit the potential drawbacks of the
internationalisation of higher education. At the same time, the increase in cross-border student, academic
staff, researcher and professional mobility has put the issue of the recognition of academic and professional
qualifications high on the international cooperation agenda.
4. There is therefore a need for additional national initiatives, strengthened international co-
operation and networking, and more transparent information on procedures and systems of quality
PART II. PRIMER
assurance, accreditation and recognition of qualifications. These efforts should have a global range and
should emphasise supporting the needs of developing countries to establish robust higher education
systems. Given that some countries lack comprehensive frameworks for quality assurance, accreditation
and the recognition of qualifications, capacity-building should form an important part of the overall
strengthening and co-ordination of national and international initiatives. In this light, UNESCO and the
OECD have worked closely together in the development of these Guidelines for quality provision in cross-
border higher education (“Guidelines”). The implementation of these Guidelines could serve as a first step
in the capacity-building process.
5. The quality of a country’s higher education sector and its assessment and monitoring is not only
key to its social and economic well-being, it is also a determining factor affecting the status of that higher
education system at the international level. The establishment of quality assurance systems has become a
necessity, not only for monitoring quality in higher education delivered within the country, but also for
engaging in delivery of higher education internationally. As a consequence, there has been an impressive
rise in the number of quality assurance and accreditation bodies for higher education in the past two
decades. However, existing national quality assurance capacity often focuses exclusively on domestic
delivery by domestic institutions.
6. The increased cross-border mobility of students, academic staff, professionals, programmes and
providers presents challenges for existing national quality assurance and accreditation frameworks and
bodies as well as for the systems for recognising foreign qualifications. Some of these challenges are
described below:
(1) National capacity for quality assurance and accreditation often does not cover cross-border higher
education. This increases the risk of students falling victim to misleading guidance and
information and disreputable providers, dubious quality assurance and accreditation bodies and
low-quality provision, leading to qualifications of limited validity.
(2) National systems and bodies for the recognition of qualifications may have limited knowledge
and experience in dealing with cross-border higher education. In some cases, the challenge
becomes more complicated as cross-border higher education providers may deliver qualifications
that are not of comparable quality to those which they offer in their home country.
(3) The increasing need to obtain national recognition of foreign qualifications has posed challenges
to national recognition bodies. This in turn, at times, leads to administrative and legal problems
for the individuals concerned.
22 4
See footnote number 3.
3. (4) The professions depend on trustworthy, high-quality qualifications. It is essential that users of
professional services including employers have full confidence in the skills of qualified
professionals. The increasing possibility of obtaining low-quality qualifications could harm the
professions themselves, and might in the long run undermine confidence in professional
qualifications.
Scope of the Guidelines
7. The Guidelines aim to provide an international framework for quality provision in cross-border
higher education that responds to the above-mentioned challenges.
8. The Guidelines are based on the principle of mutual trust and respect among countries and on the
PART II. PRIMER
recognition of the importance of international collaboration in higher education. They also recognise the
importance of national authority and the diversity of higher education systems. Countries attach a high
importance to national sovereignty over higher education. Higher education is a vital means for expressing
a country’s linguistic and cultural diversity and also for nurturing its economic development and social
cohesion. It is therefore recognized that policy-making in higher education reflects national priorities. At
the same time, it is recognized that in some countries, there are several competent authorities in higher
education.
9. The effectiveness of the Guidelines largely depends on the possibility of strengthening the
capacity of national systems to assure the quality of higher education. The development and
implementation of the UNESCO regional conventions and further support to the ongoing capacity-building
initiatives of UNESCO, other multilateral organisations and bilateral donors in this area will sustain and be
complementary to the Guidelines. These initiatives should be supported by strong regional and national
partners.
10. The Guidelines acknowledge the important role of non-governmental organisations such as
higher education associations, student bodies, academic staff associations, networks of quality assurance
and accreditation bodies, recognition and credential evaluation bodies and professional bodies in
strengthening international co-operation for quality provision in cross-border higher education. The
Guidelines aim to encourage the strengthening and co-ordination of existing initiatives by enhancing
dialogue and collaboration among various bodies.
11. Cross-border higher education encompasses a wide span of modalities that range from face-to-
face (taking various forms such as students travelling abroad and campuses abroad) to distance learning
(using a range of technologies and including e-learning). In implementing the Guidelines, consideration
should be given to the variety of provision and its different demands for quality assurance.
23
4. II. Guidelines for Higher Education Stakeholders
12. The Guidelines recommend actions to six stakeholders5: governments; higher education
institutions/providers including academic staff; student bodies; quality assurance and accreditation bodies;
academic recognition bodies6; and professional bodies.
Guidelines for governments
13. Governments can be influential, if not responsible, in promoting adequate quality assurance,
accreditation and the recognition of qualifications. They undertake the role of policy coordination in most
higher education systems. However, it is acknowledged throughout these Guidelines that in some
PART II. PRIMER
countries, the authority for overseeing quality assurance lies with sub-national government bodies or with
non-governmental organisations.
14. In this context, it is recommended that governments:
(1) Establish, or encourage the establishment of a comprehensive, fair and transparent system of
registration or licensing for cross-border higher education providers wishing to operate in their
territory.
(2) Establish, or encourage the establishment of a comprehensive capacity for reliable quality
assurance and accreditation of cross-border higher education provision, recognising that quality
assurance and accreditation of cross-border higher education provision involves both sending and
receiving countries.
(3) Consult and coordinate amongst the various competent bodies for quality assurance and
accreditation both nationally and internationally.
(4) Provide accurate, reliable and easily accessible information on the criteria and standards for
registration, licensure, quality assurance and accreditation of cross-border higher education, their
consequences on the funding of students, institutions or programmes, where applicable and their
voluntary or mandatory nature.
(5) Consider becoming party to and contribute to the development and/or updating of the appropriate
UNESCO regional conventions on recognition of qualifications and establish national information
centres as stipulated by the conventions.
(6) Where appropriate develop or encourage bilateral or multilateral recognition agreements,
facilitating the recognition or equivalence of each country’s qualifications based on the
procedures and criteria included in mutual agreements.
(7) Contribute to efforts to improve the accessibility at the international level of up-to-date, accurate
and comprehensive information on recognised higher education institutions/providers.
5
In the Guidelines, the distinctions among these stakeholders are made based on the functions and it is
recognized that the different functions do not necessarily belong to separate bodies.
6
Academic recognition bodies include qualification recognition bodies, credential evaluation bodies, and
24 advisory/information centres.
5. Guidelines for higher education institutions/providers
15. Commitment to quality by all higher education institutions/providers is essential7. To this end,
the active and constructive contributions of academic staff are indispensable. Higher education institutions
are responsible for the quality as well as the social, cultural and linguistic relevance of education and the
standards of qualifications provided in their name, no matter where or how it is delivered.
16. In this context, it is recommended that higher education institutions/providers delivering cross-
border higher education:
(1) Ensure that the programmes they deliver across borders and in their home country are of
comparable quality and that they also take into account the cultural and linguistic sensitivities of
PART II. PRIMER
the receiving country. It is desirable that a commitment to this effect should be made public.
(2) Recognise that quality teaching and research is made possible by the quality of faculty and the
quality of their working conditions that foster independent and critical inquiry. The UNESCO
Recommendation concerning the Status of Higher Education Teaching Personnel8 and other
relevant instruments need to be taken into account by all institutions and providers to support
good working conditions and terms of service, collegial governance and academic freedom.
(3) Develop, maintain or review current internal quality management systems so that they make full
use of the competencies of stakeholders such as academic staff, administrators, students and
graduates and take full responsibility for delivering higher education qualifications comparable in
standard in their home country and across borders. Furthermore, when promoting their
programmes to potential students through agents, they should take full responsibility to ensure
that the information and guidance provided by their agents are accurate reliable and easily
accessible
(4) 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.
(5) Share good practices by participating in sector organisations and inter-institutional networks at
national and international levels.
(6) Develop and maintain networks and partnerships to facilitate the process of recognition by
acknowledging each other’s qualifications as equivalent or comparable.
(7) Where relevant, use codes of good practice such as the UNESCO/Council of Europe ‘Code of
good practice in the provision of transnational education’9 and other relevant codes such as the
7
An important and relevant initiative for this is the statement “Sharing Quality Higher Education Across
Borders” by the International Association of Universities, the Association of Universities and Colleges of
Canada, the American Council on Education and the Council on Higher Education Accreditation on behalf
of higher education institutions worldwide.
8
Available at the following:
http://portal.unesco.org/en/ev.php-URL_ID=13144&URL_DO=DO_TOPIC&URL_SECTION=201.html
9
Available at the following: 25
http://www.coe.int/T/E/Cultural_Cooperation/education/Higher_education/Activities/Bologna_Process/Code_TNE.asp#TopofPage
6. Council of Europe/UNESCO Recommendation on Criteria and Procedures for the Assessment of
Foreign Qualifications10.
(8) Provide accurate, reliable and easily accessible information on the criteria and procedures of
external and internal quality assurance and the academic and professional recognition of
qualifications they deliver and provide complete descriptions of programmes and qualifications,
preferably with descriptions of the knowledge, understanding and skills that a successful student
should acquire. Higher education institutions/providers should collaborate especially with quality
assurance and accreditation bodies and with student bodies to facilitate the dissemination of this
information.
(9) Ensure the transparency of the financial status of the institution and/or educational programme
PART II. PRIMER
offered.
Guidelines for student bodies
17. As representatives of the direct recipients of cross-border higher education and as part of the
higher education community, student bodies bear the responsibility of helping students and potential
students to carefully scrutinise the information available and giving sufficient consideration in their
decision-making process.
18. In this context, it is recommended that the emergence of autonomous local, national and
international student bodies be encouraged and that the student bodies:
(1) Be involved as active partners at international, national and institutional levels in the
development, monitoring and maintenance of the quality provision of cross-border higher
education and take the necessary steps to achieve this objective.
(2) Take active part in promoting quality provision, by increasing the awareness of the students of the
potential risks such as misleading guidance and information, low-quality provision leading to
qualifications of limited validity, and disreputable providers. They should also guide them to
accurate and reliable information sources on cross-border higher education. This could be done by
increasing the awareness of the existence of these guidelines as well as taking an active part in
their implementation.
(3) Encourage students and potential students to ask appropriate questions when enrolling in cross-
border higher education programmes. A list of relevant questions could be established by student
bodies, including foreign students where possible, in collaboration with bodies such as higher
education institutions, quality assurance and accreditation bodies and academic recognition
bodies. Such a list should include the following questions: whether the foreign institution/provider
is recognised or accredited by a trustworthy body and whether the qualifications delivered by the
foreign institution/provider are recognised in the students’ home country for academic and/or
professional purposes.
Guidelines for quality assurance and accreditation bodies
19. In addition to internal quality management of institutions/providers, external quality assurance
and accreditation systems have been adopted in more than 60 countries. Quality assurance and
accreditation bodies are responsible for assessing the quality of higher education provision. The existing
10
Available at the following:
26 http://www.coe.int/T/E/Cultural_Cooperation/education/Higher_education/ENIC_Network/Recom_Criteria_Procedures.asp
7. systems of quality assurance and accreditation often vary from country to country and sometimes within
the countries themselves. Some have governmental bodies for quality assurance and accreditation, and
others have non-governmental bodies. Furthermore, some differences exist in the terminologies used, the
definition of “quality”, the purpose and function of the system including its link to the funding of students,
institutions or programmes, the methodologies used in quality assurance and accreditation, the scope and
function of the responsible body or unit, and the voluntary or compulsory nature of participation. While
respecting this diversity, a co-ordinated effort among the bodies of both sending and receiving countries is
needed at both the regional and global level, in order to tackle the challenges raised by the growth of cross-
border provision of higher education, especially in its new forms.11
20. In this context, it is recommended that quality assurance and accreditation bodies:
PART II. PRIMER
(1) Ensure that their quality assurance and accreditation arrangements include cross-border education
provision in its various modes. This can mean giving attention to assessment guidelines, ensuring
that standards and processes are transparent, consistent and appropriate to take account of the
shape and scope of the national higher education system, and adaptability to changes and
developments in cross-border provision.
(2) Sustain and strengthen the existing regional and international networks or establish regional
networks in regions that do not already have one. These networks can serve as platforms to
exchange information and good practice, disseminate knowledge, increase the understanding of
international developments and challenges as well as to improve the professional expertise of
their staff and quality assessors. These networks could also be used to improve awareness of
disreputable providers and dubious quality assurance and accreditation bodies, and to develop
monitoring and reporting systems that can lead to their identification.
(3) Establish links to strengthen the collaboration between the bodies of the sending country and the
receiving country and enhance the mutual understanding of different systems of quality assurance
and accreditation. This may facilitate the process of assuring the quality of programmes delivered
across borders and institutions operating across borders while respecting the quality assurance and
accreditation systems of the receiving countries.
(4) Provide accurate and easily accessible information on the assessment standards, procedures, and
effects of the quality assurance mechanisms on the funding of students, institutions or
programmes where applicable as well as the results of the assessment. Quality assurance and
accreditation bodies should collaborate with other actors, especially higher education
institutions/providers, academic staff, student bodies and academic recognition bodies to facilitate
the dissemination of such information.
(5) Apply the principles reflected in current international documents on cross-border higher education
such as the UNESCO/Council of Europe ‘Code of Good Practice in the Provision of
Transnational Education.’12
(6) Reach mutual recognition agreements with other bodies on the basis of trust in and understanding
of each other’s professional practice, develop systems of internal quality assurance and regularly
undergo external evaluations, making full use of the competencies of stakeholders. Where
feasible, consider undertaking experiments in international evaluation or peer reviews of quality
assurance and accreditation bodies.
11
See footnote 2.
12
Available at the following: http://www.cepes.ro/hed/recogn/groups/transnat/code.htm 27
8. (7) Consider adoption of procedures for the international composition of peer review panels,
international benchmarking of standards, criteria and assessment procedures and undertake joint
assessment projects to increase the comparability of evaluation activities of different quality
assurance and accreditation bodies.
Guidelines for academic recognition bodies
21. The UNESCO regional conventions on recognition of qualifications are important instruments
facilitating the fair recognition of higher education qualifications, including the assessment of foreign
qualifications resulting from cross-border mobility of students, skilled professionals and cross-border
provision of higher education.
PART II. PRIMER
22. There is a need to build on existing initiatives with additional international action to facilitate fair
processes of recognition of academic qualifications by making systems more transparent and comparable.
23. In this context, it is recommended that academic recognition bodies:
(1) Establish and maintain regional and international networks that can serve as platforms to
exchange information and good practice, disseminate knowledge, increase the understanding of
international developments and challenges and improve the professional expertise of their staff.
(2) Strengthen their cooperation with quality assurance and accreditation bodies to facilitate the
process of determining whether a qualification meets basic quality standards, as well as to engage
in cross-border cooperation and networking with quality assurance and accreditation bodies. This
cooperation should be pursued both at regional and cross-regional level.
(3) Establish and maintain contacts with all stakeholders to share the information and improve the
links between academic and professional qualification assessment methodologies.
(4) Where appropriate, address the professional recognition of qualifications in the labour market and
provide necessary information on professional recognition, both to those who have a foreign
qualification and to employers. Given the increasing scope of the international labour markets and
growing professional mobility, collaboration and co-ordination with professional associations are
recommended for this purpose.
(5) Use codes of practice such as the Council of Europe/UNESCO Recommendation on Criteria and
Procedures for the Assessment of Foreign Qualifications13 and other relevant codes of practice to
increase the public’s confidence in their recognition procedures, and to reassure stakeholders that
the processing of requests is conducted in a fair and consistent manner.
(6) Provide clear, accurate and accessible information on the criteria for the assessment of
qualifications, including qualifications resulting from cross-border provision.
13
Available at the following: http://www.cepes.ro/hed/recogn/groups/transnat/code.htm
28
9. Guidelines for professional bodies14
24. Systems of professional recognition differ from country to country and from profession to
profession. For example, in some cases, a recognised academic qualification could be sufficient for entry
into professional practice, whereas in other cases, additional requirements are imposed on holders of
academic qualifications in order to enter the profession. Given the increasing scope of international labour
markets and growing professional mobility, the holders of academic qualifications, as well as employers
and professional associations are facing many challenges. Increasing transparency – i.e., improving the
availability and the quality of the information - is critical for fair recognition processes.
25. In this context, it is recommended that professional bodies responsible for professional
recognition:
PART II. PRIMER
(1) Develop information channels that are accessible both to national and foreign holders of
qualifications to assist them in gaining professional recognition of their qualifications, and to
employers who need advice on the professional recognition of foreign qualifications. Information
should also be easily accessible to current and potential students.
(2) Establish and maintain contacts between the professional bodies of both sending and receiving
countries, higher education institutions/providers, quality assurance and accreditation bodies, as
well as academic recognition bodies to improve qualification assessment methodologies.
(3) Establish, develop and implement assessment criteria and procedures for comparing programmes
and qualifications to facilitate the recognition of qualifications and to accommodate learning
outcomes and competencies that are culturally appropriate in addition to input and process
requirements.
(4) Improve the accessibility at the international level of up-to-date, accurate and comprehensive
information on mutual recognition agreements for the professions and encourage the development
of new agreements.
14
This section refers to institutions with legal competence in the field of regulated professions and
professional recognition. In some countries, these institutions are professional bodies, in other countries,
this role is being performed by other competent authorities, such as governmental ministries.
29