The document discusses educational cooperation and mobility between Asia and Europe. It outlines several initiatives to promote student and faculty exchange programs between the two regions through organizations like ASEM and ASEF. It also analyzes the current scenarios in Asia, Europe, and jointly to identify challenges and opportunities for virtual and blended learning cooperation. Quality assurance frameworks and guidelines like the Seoul Declaration are emphasized to enhance people-to-people connectivity through digital education formats.
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.
Massive Open Online Courses (MOOCs) are a hot spot for international education at the moment, getting quite a lot of attention – in some cases even nervous attention – from a variety of stakeholders. Where did they come from and what exactly is all the fuss about? This is an extract from the 2013 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
As more and more countries race to develop their knowledge economies, internationalise their education sectors, and encourage their young citizens to study abroad, the role of international education agents in recruiting has never been more important… or scrutinised. This is an extract from the 2014 winter issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
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.
Massive Open Online Courses (MOOCs) are a hot spot for international education at the moment, getting quite a lot of attention – in some cases even nervous attention – from a variety of stakeholders. Where did they come from and what exactly is all the fuss about? This is an extract from the 2013 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
As more and more countries race to develop their knowledge economies, internationalise their education sectors, and encourage their young citizens to study abroad, the role of international education agents in recruiting has never been more important… or scrutinised. This is an extract from the 2014 winter issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Joan McGuire and Femke ten Bloemendal examine a new way of educating which aims to level the playing field in international higher education to ensure that no matter what the (dis)ability or background, every student has a fair chance to succeed. This is an extract from the 2012 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The latest version of this report explores various dimensions of social media usage including penetration, growth rate, demographics, social inclusion and citizen engagement
In 2020 the $250 billion global international education industry was already poised for major disruption. How does COVID19 change that outlook, and what will it take to succeed?
In 2019 the $250 billion global international education industry sits at a cross-roads with 5 mega-trends already in play that will have profound impacts on the global international education industry over the next decade.
Find out about the potential impacts and opportunities for international education providers and how Metamorphis Digital Advisory can help.
Civil Society Position of Education after 2015IAU-HEEFA
Providing a CSO perspective, this presentation examines the principles, critiques and appraisal of the latest proposals on the Framework of Action for the post 2015 education agenda. Recommendations and advocacy opportunities for NGOs are given.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
3 GLOBAL REPORT ON ADULT LEARNING AND EDUCATION.
The Impact of Adult Learning and Education on Health and Well-Being; Employment and the Labour Market; and Social, Civic and Community Life
Southeast Asia Regional Programme Forum 2021: Breakout session “Reskilling an...OECD Centre for Skills
El lza Mohamedou, Head of the OECD Centre for Skills presented at the Southeast Asia Regional Programme Forum on 20 May 2021, during the breakout session “Reskilling and upskilling for an inclusive and sustainable recovery”
Looking Back to the Future: Higher Education for the Sustainable Future We Wantamandasudic
Presentation by Mariana Patru at the International Association of Universities - Jaume Bofill Foundation International Meeting in Barcelona Spain October 2015
Joan McGuire and Femke ten Bloemendal examine a new way of educating which aims to level the playing field in international higher education to ensure that no matter what the (dis)ability or background, every student has a fair chance to succeed. This is an extract from the 2012 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The latest version of this report explores various dimensions of social media usage including penetration, growth rate, demographics, social inclusion and citizen engagement
In 2020 the $250 billion global international education industry was already poised for major disruption. How does COVID19 change that outlook, and what will it take to succeed?
In 2019 the $250 billion global international education industry sits at a cross-roads with 5 mega-trends already in play that will have profound impacts on the global international education industry over the next decade.
Find out about the potential impacts and opportunities for international education providers and how Metamorphis Digital Advisory can help.
Civil Society Position of Education after 2015IAU-HEEFA
Providing a CSO perspective, this presentation examines the principles, critiques and appraisal of the latest proposals on the Framework of Action for the post 2015 education agenda. Recommendations and advocacy opportunities for NGOs are given.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
3 GLOBAL REPORT ON ADULT LEARNING AND EDUCATION.
The Impact of Adult Learning and Education on Health and Well-Being; Employment and the Labour Market; and Social, Civic and Community Life
Southeast Asia Regional Programme Forum 2021: Breakout session “Reskilling an...OECD Centre for Skills
El lza Mohamedou, Head of the OECD Centre for Skills presented at the Southeast Asia Regional Programme Forum on 20 May 2021, during the breakout session “Reskilling and upskilling for an inclusive and sustainable recovery”
Looking Back to the Future: Higher Education for the Sustainable Future We Wantamandasudic
Presentation by Mariana Patru at the International Association of Universities - Jaume Bofill Foundation International Meeting in Barcelona Spain October 2015
Block 2.2: Connectivities built by people and groups.
Dahlia Mahmoud & Elisabeth Stoney (Zayed University, Abu Dhabi): Community, creative practice and sharing marginal narratives.
In an era marked by technological advancements and evolving educational paradigms, the online tutoring market stands as a beacon of innovation and opportunity. With the convergence of digital platforms, personalized learning experiences, and the growing demand for accessible education, online tutoring has emerged as a transformative force in the global education landscape. This article explores the burgeoning online tutoring market, delving into its drivers, trends, and future prospects.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY?
1. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
BOOSTING EXCHANGE: BALANCING MOBILITY BETWEEN ASIA AND EUROPE THROUGH DIGITAL FORMATS?
ASEM’S DIVERSITY: FOSTERING INTERCULTURAL CONNECTIVITY AND UNDERSTANDING IN A DIGITAL WAY
EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE
ITS QUALITY?
INDUSTRY 4.0: NEW CHALLENGES FOR SKILLS AND COMPETENCES OF YOUNG STUDENTS AND GRADUATES
21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 1
PRESENTER NAME : DR. CHANDRANI SINGH,PUNE INDIA
2. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
INDEX
ASEM AND ASEF – The regulatory bodies for bridging the gaps between Asia and Europe
Introduction
Current scenario in Asia and Europe – Educational Cooperation and Mobility
Current scenario in Asia – Educational Cooperation and Mobility
Current scenario in Europe – Educational Cooperation and Mobility
Current scenario in Europe (Non EU)– Educational Cooperation and Mobility
Current scenario in Europe(Focus EU) – Educational Cooperation and Mobility
Parameterized study of current scenario in ASIA and EUROPE with respect to educational cooperation through virtual learning and blended formats
The Tertiary education statistics and fund mobilization –Europe and Asia
Network infrastructure, internet usage, ICT Penetration in Asia and Europe for facilitating E-Learning/Virtual learning
Interconnectivity between Europe and Asia
Scenario of e-learning , quality assurance and market opportunities
Penetration of e-learning in Europe
Penetration of mobile phone internet and e-learning in Asia
Educational cooperation through virtual learning and blended formats – Case based analysis- Asia and Europe
A Quality Assurance Framework ensuring learning using Blended Pedagogical Approaches
Design of a Quality Assurance Framework for Educational Cooperation through virtual learning
SEOUL Declaration – Enhancing People to People Connectivity through Virtual Learning and Blended Formats
Conclusion
Question and Answer
21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 2
3. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
ASEM AND ASEF – THE REGULATORY BODIES FOR BRIDGING THE GAPS BETWEEN ASIA AND EUROPE
ASIA EUROPE FOUNDATION
21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 3
Economic and Financial -
Promoting growth and
employment, enhancing
cooperation on global financial
issues, dialogue in priority
industrial sectors, fostering
connectivity between the two
regions, etc.
Political - Important issues and
challenges affecting both
continents, including the fight
against terrorism, common
responses to international security
threats, global environmental
issues, management of migratory
flows, human rights, welfare of
women and children, etc
Social Cultural and Educational -
A wide range of enhanced contacts
and dialogue between the two
regions on topics such as education,
social protection and employment,
and co-operation on the protection
of cultural heritage.
Joint Research, Technical and Vocational
Program, Quality Assurance
Value Sharing, Senior Citizens Learning
Initiatives
Student Exchange Programs,
Innovation and Entrepreneurship
Bringing Business and Industry Leaders in
Education ,Youth Employability
SEOUL
DECLARATION
PEOPLE TO
PEOPLE
CONNECTIVITY
1Strengthen Asia-
Europe ties
2Create shared
experiences for
learning and dialogue
3 Enhance mutual
understanding
4 Explore
opportunities for
cooperation
BRINGING ASIA EUROPE TOGETHER
ASEF Culture Education
Political and Economic
Sustainable
Development and
Public Health
Communication
Finance and
Administration
THREE PILLARS OF ASEM
4. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
INTRODUCTION
Involvement intervention and initiatives of international bodies together with evolution in learning models has helped in generating the
following action points :
21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 4
Make education equitable and accessible for all i.e. for even the marginalized and vulnerable
Developed countries to promote education in developing countries
Cross border blended learning initiatives to promote inclusive education and ensure people to people connectivity
5. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
Current scenario of Asia and Europe – Educational Cooperation and Mobility
21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 5
CHALLENGES INTRACONTINENTAL
Diversity, Gender Issues, Lack of Infrastructure, Cost of Internet, Cyber Security Awareness
Low representation of Minority groups, Criminalization of Freedom of Expression
Internet Politics, Governmental Intervention, Role of Media
Multiple Stakeholders, Limitation of Network and Collaboration
Cooperation and Collaboration of Internet organizations
Lack of standardization and identification of Internet core values
Lack of transparency and accountability
Differences in the socio-economic circumstances
Differences in traditions and beliefs, philosophies and practices
Fusion of Western and Asian thinking and practices
CHALLENGES INTERCONTINENTAL
Language barriers, different academic calendars ,diversity in teaching methods ,intercultural discrepancies ,absence of learning agreement and outcomes.
Crucial selection of Universities to initiate joint study programmes with respect to Diversity and Expertise with the compliance of all national legal frameworks and
accreditation procedures and the tuition fee policies of each partner institution;.
To ensure and maintain full support of all Universities involved.
To restrict the size of the consortium to coordinate activities efficiently
To ensure that charter of the Universities involved accord dual degree
To maintain adequacy in academic and administrative resources.
Creation of joint curriculum and degree courses.
The concept of sustainable funding for joint degree programmes with massive changes brought to the financial structures.
6. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
Current scenario of Asia and Europe – Educational Cooperation and Mobility
21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 6
ASIA
INITIATIVES INTRACONTINENTAL Credit T
University Mobility Asia Pacific Credit Transfer Scheme
The Launch of University Mobility Asia Pacific Student Connection Online (USCO)
ASEAN International Mobility for Students (AIMS) with 11 countries.
Launch of Internationalisation Award and Study Visits by SEAMEO Regional Centre for Higher Education and
Development.
Launch of CAMPUS Asia Program as student exchange program between Universities of Japan, Korea and China.
EUROPE
INITIATIVES INTRACONTINENTAL
Erasmus and Erasmus Mundus (1.3 billion euros fund support for 10 years )programs on EU Cooperation and Mobility Programs in Higher Education facilitating intra
Europe higher studies opportunity i.e. Students and Professors contribution to academic services outside their country. The second program accords scholarships to
both students and Professors with scholarships i.e.EU students ,International students and faculty fraternity.
Initiatives such as Bologna Process to create European Higher Education Area with focus on International Cooperation and Academic Exchange.
JOINT INITIATIVES
Launch of ASEMUNDUS with the aim of networking, promoting and implementing joint initiatives in terms
projects, study ,funding options between higher education institutions from Asia and the European Union.
Participating countries being Indonesia, South Korea and Thailand, along with Japan and China etc.
National Agencies of Austria, Belgium, Cyprus, Estonia, Hungary, Latvia, the Netherlands and Poland,
launched ASEMUNDUS in connect ith Germany.
Currently, 7.7 % of all Erasmus Mundus courses have an Asian partner or associate partner in their consortium.
DAAD’s contribution for Structural and Long term Educational Cooperation attributing to Research and
Development and Mobility
Implementation of Linking Organisation through University Synergy (LOTUS) aiming at cooperation through
mobility of students for undergraduate, post graduate and doctorate programs ,academic and administrative
staff mobility with regard to training teaching and research.
7. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
Current scenario in Asia – Educational Cooperation and Mobility
21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 7
FACT SHEET
Outbound Students of Asian origin going abroad - 2.3 million
Inbound Students/International Students - 928977(a million)
Asian Students expected to circulate intra regionally - 1.4 million
Internationally mobile students from Asia account for
an estimate of the world total today - 55 %
7 Asian countries to reach top 25 economies by - 2050
China and India are far and away the most dominant senders of students
Launch of Asian Universities Alliance - 15
China to expand Higher Education market
International recruitments to be done by China,japan,South Korea
Taiwan and Malaysia - 2020-2025
One belt and One road Initiative to promote student mobility across 60 European and Asian
nations
India’s contribution to People to People Connectivity amongst ASEAN partners via Student
Exchange, Think-Tanks and Hackathon
Chulalongkorn
University
The Hong Kong
University of
Science and
Technology
Indian Institute of
Technology
Bombay
King Saud
University
National University
of Singapore
Nazarbayev
University
Peking University
Seoul National
University
Tsinghua University
United Arab
Emirates University
Universities
Indonesia
University of
Colombo
University of
Malaya
The University of
Tokyo
University of
Yangon
KAZAKSTHAN – Outbound students to attain a percentage of 20 pc by 2020 .
SRILANKA – Equitable access to Education(vocational and skill development program and employment rate to
be increased from 57 pc in 2015 to 62 pc by 2021.
Middle East
United Arab Emirates (UAE) - Heavy investment in Education and Innovation thereby achieving a world-class
education system and competitive knowledge economy (Vision 2021). Promote itself as a regional and global
education hub, particularly for higher education.
Saudi Arabia – Investment in education and training programs to develop a skilled, knowledge-based local
workforce. Completed 50 technical colleges, 50 girls’ higher technical institutes and 180 industrial secondary
institutes. Creation of training placements for about 500,000 students, including 250,000 girls.
2000 scientists in the next four years.
Iran – Vision 2025 puts Education in priority and Vision 2040 prioritizes Education in
Science,Technology,Engineering and Management.
Kuwait - To diversify to Education for economic growth while Qatar National Vision 2030 is driving for
Knowledgebase Economy
UNIVERSITY ALLIANCE PARTNERS
•Access
•Quality
•Learning
Outcome
•Benchmar
king
•Networking
•Joint Projects
•Cultural Heritage
•Creative Sectors
•ERASMUS
•Multilingua
lism
•GIAN
•Mobility
INDIA EUROPEAN
UNION
Issue
Resolution
Promotion
CHINA
• 500000
JAPAN
• 300000
MALAYSIA
• 250000
TAIWAN
•150000
SOUTH KOREA
• 200000
THAILAND
•THOUSANDS
INDONESIA
•THOUSANDS
P
L
A
N
2
0
2
0
INDIA|ASEAN|25 YEARS | SOCIAL CULTURAL COOPERATION | PEOPLE TO PEOPLE
CONNECTIVITY
8. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
Current scenario in Europe – Educational Cooperation and Mobility
21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 8
EU COUNTRIES
EUROPE (BY COUNTRY)THE NON EU 2020 PLAN
NON EU COUNTRIES
Switzerland Initiatives(High Economy) Norway Initiatives ( High Economy)
• International mobility in education with implementation of NF
• International cooperation in vocational and professional education and
• training (IC-VPET) and continuing education initiatives.
• Active Participant in the framework of OECD,UNESCO EUROPEAN COUNCIL.
Luxembourg Initiative High Economy)
• Ensure that 66% of the working population between the ages of 30 and 34
receive university education and earn university degrees between 2014
• and 2020.
• Implementation of DIKU(formerly Norwegian Centre for International Cooperation In Education) quality
enhancement and innovation, international cooperation and digital learning.
• Launch of NORPART (Norwegian Partnership Programme for Global Academic Cooperation) supports academic
partnerships and student mobility with an emphasis on Master level between higher education institutions in
Norway and selected developing countries
• 2018 Declaration of Year of Vocational Education
• The Indo-Norwegian Cooperation Programme in Higher Education and Research (INCP) is enhancing higher
education links between India and Norway.
9. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
Current scenario in Europe (Non EU)– Educational Cooperation and Mobility
21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 9
ICELAND INITIATIVES(HIGH ECONOMY)
• European Erasmus and Nordic Nordplus for Educational Cooperation an Mobility.
• Availability of 570 Erasmus programmes agreement with majorly Nordic and Eastern Universities in EU state.
• Participation in two Erasmus Mundus joint master programmes with European universities ,creation of joint masters programmes with Nordic Universities, so called
Nordic masters.
• Excellence in Research by increased international cooperation and formulation of an effective knowledge triangle by establishing strong links between Education,
Research and Business.
TURKEY INITIATIVES(MIDDLE ECONOMY)
• Involvement of Turkey in Bologna process from 2001 with good performance in Higher Education Area.
• In 2013, Turkey has gained impetus on international mobility in higher education.
• “Study in Turkey” web-site (www.studyinturkey.gov.tr) was designed to increase the number of foreign students in Turkey.
• Improving the efficiency of the implementation of the Union Programmes, Bologna Process, Education and Training 2020 Work Programme
UKRAINE , BOSNIA AND HERZEGOVINA ,KOSOVO,SERBIA,RUSSIA,MOLDOVA INITIATIVES(MIDDLE/LO ECONOMY)
THE NON EU 2020 PLAN
Development of
Higher Education
in Bosnia and
Herzegovina for
the period 2016-
2026
Establishment of
(HEA), (CIP; ENIC
BiH) by the FHLE
in Bosnia and
Herzegovina.
Bosnia
Herzego
vina Kosovo Strategic
Plan for Higher
Education
Higher Education
Article 2
emphasizes on
student and staff
mobility
Kosovo
Education
Development
Strategy of 2014-
2020
Implementation
of Education
2020 strategy by
Rep of Moldova
Moldova Participation of Russian
Federation impacting
internationalization of
Education. ,with high
degree of autonomy
Strengthening long-
term intensive inter-
university cooperation
and networking
Russia
40% of students finish
ing the 4-year
vocational secondary
education and 95% who
finishing general
secondary education to
enter the 3rd cycle
50% of students
enrolment –Bachelors
to Masters programme
and 10% of Masters to
PhD programme
Serbia
2016 Tempus &
Erasmus+ Structure
Projects outcomes
ensuring
internationalization
and mobility
ATHENA Fostering
Sustainable and
Autonomous Higher
Education Systems in
the Eastern
Neighbouring Area
Ukraine
10. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
Current scenario in Europe(Focus EU) – Educational Cooperation and Mobility
21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 10
FACT SHEET
The project Move2Learn Learn2Move for young Europeans to discover and learn about Europe
Erasmus+ a program operational from past 30 years has helped 9 million people to study, train,
teach, or volunteer in another country
Erasmus programme involves 230 000 HEI students
Erasmus+ now has a budget of EUR 14 billion, 33 pc earmarked for Higher Education
Till today only 3.7% of young people have the chance to take part in this type of
mobility(Erasmus+).
Formulation of European Education Area for education, innovation and research as an outcome of
Sorbonne Process, the Sorbonne – Bologna Process, the Bologna – Praha Process for several cross
border initiatives.
European University Association (EUA) a pan-regional university association representing over
800 universities in the European Higher Education Area
• supports policy development and
• carrying out European led projects for higher education reform and development
Creation of a School of European and Transnational Governance for seamless cooperation.
Europe currently attracts 45% of all international students and European Commission’s Study in
Europe project implemented for increased mobilization.
EU student card roll out by 2019 , ensuring student mobility across borders by 2025 and
tracking student performance through it.
Support of European Commission for ESAA (Erasmus + Student and Alumni Alliance) comprising
of Alumni Association (EMA), Erasmus Student Network (ESN), garagErasmus (gE) and OCEANS
Network
Key targets is a considerable increase in the number of young people completing third-level
education (at least 40% of 30-34 year-olds by 2020 as per ET Strategic Framework).
Renewed EU agenda for higher education’ (COM(2017) 0247). focuses on four priority areas, of
which one is widely accessible inclusive education with focus on Innovation and Technology
Role of European Parliament to foster close cooperation between member states
EUROPEAN EDUCATION AREA SHARED AGENDA
Making learning mobility a reality for all
Recognition of qualifications, both at the level of schools and higher
education
Modernising the development of curricula
Boosting language learning, Preserving cultural heritage
Fostering a sense of a European identity and culture
Creating world-class European universities that can work
seamlessly together across borders
Improving education, training and lifelong learning driving innovation
in education in the digital era and giving more support to teachers
Erasmus+
Erasmus Erasmus Mundus Tempus
Bilateral
programmes
School Education
(Comenius)
vocational
Education and
Training
(Leonardo da
Vinci)
Adult Education
(Grundtvig)
Youth (Youth in
Action)
European (Jean
Monnet)
Sports
11. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
Current scenario in Europe(Focus EU) – Educational Cooperation and Mobility
21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 11
THE TERTIARY EDUCATION STATISTICS AND FUND MOBILIZATION –EUROPE AND ASIA
Investments in education
and vocational training
have reached EUR 14.6
billion
The Commission’s Regional Strategy Paper for EU-
Asia Cooperation (2007-2013) allocated €44 million
for cooperation in Education and Science.
12. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
Network infrastructure, internet usage, ICT penetration in Asia and Europe for facilitating E-Learning/Virtual learning
21-06-2020
EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 12
75% (2.1 billion) of all internet users in the world (2.8 billion) live in the top 20 countries
25% remaining live in other 178 countries accounting for less than 1 pc
China, the country with most users (642 million in 2014), represents nearly 22% of total,
and has more users than the next three countries combined (United States, India, and
Japan)
India is the one with the lowest penetration: 19% and the highest yearly growth rate.
CHALLENGES
Asia being diverse and having limitations is constrained by rapid technological changes and
accelerated internet governance system.
A big digital divide segregates people into to classes :- with access and information and
without access and information.
Issue surrounds open standards, cost, awareness and collaboration and quality of
internet service.
LDC’s in Asia suffer from lack of knowledge, technical support and barriers in adoption of
standardization in internet governance
Nine in ten people now have access to electricity in Asia and the Pacific.
Broadband internet subscriptions increased ,but 58% of the region’s population
remains unconnected to the internet
Internet Adoption Barriers : Infrastructure, Relevance, lo income and Gender Gap
INFERENCE
To identify the potential of continuous pedagogical innovation through technology innovations
FACT SHEET PENETRATION OF INTERNET USAGE IN ASIA
LEAST
DEELOPED
COUNTRIES
13. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
Network infrastructure and internet usage, ICT penetration in Asia and Europe for facilitating E-Learning/Virtual learning
ICT IN NATIONAL EDUCATION CURRICULA
It is seen that 75 pc of the broadband subscription is done by East and North East Asia(a).
Lead role for fixed broadband subscription is done by China, followed by decreasing trend of Japan and increasing of Russian Federation, decreasing of Republic of Korea and rest of the ESCAP countries(b).
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PENETRATION OF BROADBAND AND ICT IN ASIA
a
b
FACTSHEET - ICT
Digital Bangladesh by 2021
Singapore-FutureSchools by 2016
Indonesia's KBS 2025
Malaysia-MEDO and Asia e-University by 2013
SriLanka using Mobitel and MODES since 2011 and COLOMBO Univ launch of 7 online courses
by 2014
Nepal's initiative of digitizing schools by 2014
Vitenam's initiative to promote digitization using Viettel
Laos initiative with China for ICT based Education 2012
Pakistan's initiative for Universal Tele-centres 2013
Cambodia's 5 year project to institute ICT in schools by 2014
Myanmar's initiative (MIDO and MNO Telenor) 100 tech based centre's
Mongolia launched 2012 E-Mongolia National Program
Iran Launch o f National Internet Project
Afghanistan – E-uality Alliances through ANGel
Palestine - ICT Framework and infrastructure for Education finalized in 2015
14. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
Network infrastructure and internet usage in Asia and Europe for facilitating E-Learning/Virtual learning
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INTERNET USAGE FREUENCY AMONG INDIVIDUALS IN EU
COUNTRIES
PENETRATION OF INTERNET USAGE IN EUROPE
NORDIC COUNTRY STATUS
BROADBAND AND DIGITAL
SINGLE MARKET
EU policies for broadband
by 2013 basic broadband
to all Europeans
2020, coverage of all
Europeans with fast
broadband (> 30 Mbps)
2020, take-up of 50 % or
more of European
households to ultra-fast
broadband (> 100 Mbps).
Major players in Europe
are for E-Learning are as
follows: Germany ,UK,
France, Russia, Spain and
Italy
15. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
INTERCONNECTIVITY BETEEN EUROPE AND ASIA
GÉANT
The pan-European research and education network
Interconnects Europe’s National Research and Education
Networks (NRENs).
50 million users at 10,000 institutions, 500 GBPS
Research in areas such as energy, the environment, space and
medicine
North America
Latin America
Caribbean
North Africa
Middle East
Southern and Eastern Africa
Central Asia and the Asia-Pacific Region
Western and Central Africa.
21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 15
THE GEANT AND TIEN PROJECT
TIEN The Trans-Eurasia Information Network (TEIN) provides
dedicated high-capacity Internet connectivity for research
and education communities across Asia-Pacific.
With over 50 million users, TEIN is the world's largest
research and education network; it currently interconnects
universities and research centres
China
India,
Indonesia,
Japan,
Korea
Malaysia
Nepal
Pakistan
Philippines
Singapore
Sri Lanka,
Thailand,
Vietnam,
Australia,
Bangladesh
Cambodia.
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SCENARIO OF E-LEARNING,UALITY ASSURANCE AND MARKET OPPORTUNITIES
E-Learning expenditure projected to grow at 23.0% p.a. to $255.5bn
from 2012P-2017P which comprises:
K-12 CAGR of 33.0% Higher Education CAGR of 25.0% Corporate
market CAGR of 8.0
E-Learning Market size was estimated at over USD 150 billion in 2016 and is predicted to
grow at over 7% CAGR from 2017 to 2024. and 331 billion by 2025
Promising players of Asia Pacific include China, India and Japan.
Teaching
Learning
Student
Assessment
Learner Support
Services
Staff
Development
Financial
,Physical
Resources
Quality
Assurance
CHINA
ACCREDIATION
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PENETRATION OF E-LEARNING IN EUROPE
E-Learning in the
European Union
is a product of the
Leonardo da Vinci
project
EC’s initiative -Digitization of Schools
SELFIE((Self-reflection on Effective Learning by Fostering the use of Innovative Educational Technologies) is a tool designed to help
schools embed digital technologies into teaching, learning and student assessment. It highlights
strengths(what’s working well)
weaknesses (hat is going wrong)
opportunities(where improvement is needed) and
threats(what the priorities should be) - An initiative to strengthen the virtual leaning environment.
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PENETRATION OF MOBILE PHONE INTERNET AND E-LEARNING IN ASIA
The national broadband
education networks
Large-scale technology
deployments
Content digitization
efforts
Teacher shortages
Booming enrollment in
online higher education
E-LEARNING CATALYST
Global
growth
rate of E-
Learning
is 7.6%
Asia at
17.3%
Eastern
Europe
at 16.9%
Africa at
15.2%
Latin
America
at 14.6%
China,
Indonesia
and India
are the
drivers
Reach
to 2/3rd of
the
population
by 2020
19. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
Educational cooperation through virtual learning and blended formats – Case based analysis – Asia and Europe
21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 19
Blended Formats a valuable approach for inclusive education and marginalized students – SDG4
Case Study Malaysia
BLENDED FORMATS IN ASIA
Blended learning
seen as key to
improving HIGHER
EDUCATION
access
FACT SHEET
Formulation of Malaysian Blueprint for Higher Education(2015-2025)
Malaysia is the first country in the world to initiate a nationally coordinated online
learning initiative have 7,60000 students,1,08,000 overseas students and 880
courses
In line with Shift Nine of the Malaysia Education Blueprint 2015-2025 (Higher
Education) on “Globalised Online Learning”.
Gross higher education enrolment rate :48%
Public higher education institutions :20
Challenges include: time consumption , more training ,change in attitudes, study
preferences, engagement pattern changes
Private institutions :70
Colleges :410
Community college :91
Students in private and public higher education institutions : 1.2 million
Internet penetration : 67 pc(Third in Asia)
Key drivers : Access ,Equity, Governance, Quality and Efficiency
Performance Metric: Student retention , progress and achievement
Aim
Democratising Access, technology-driven innovations and personalised learning
experiences
To increase higher education enrolment to 70% of the relevant population by
2025
70 pc Programs to use blended pedagogy
To eradicate under representation of disadvantaged students
Fostering acceptance and understanding diversity
Blended Learning - Perception of HE’s across Malaysia
Promotes equality by making available courses and material
Provides greater flexibility for students who have commitments atop their
studies
Sunway University in Malaysia, implements blended learning in a range of
forms across university degrees and benefits accrued are as follows:
helps students access subject information and resources
enhances understanding and impacts positively on students’
engagement,
retention and academic achievements.
Blended readiness of Malaysia
Technological Access amongst students -Good
Online Skills and Relationships amongst students bore an acceptable level
of readiness
Motivation ( with online distractions and distractions at home) -Good
Motivation( with context to participation) Good
Online Audio/Video usage- Good
Internet Discussions ability - Good
Students Success Measures - Instructor Access, Admin and Technical
Support, Participative Learning, Early Experience with Online Technology,
Course Application satisfactory
Technology, Peripheral access, Management and Receptive Skills - Good
Blended Learning Awareness -Good(amongst trainee teachers)
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Case Study contd..
Cooperation between the Kebangsaan University, Malaysia and the University of Duisburg-Essen, Germany(A blend of UKM Engineering Innovation and German teaching
tradition in Engineering Sciences) Highlights
EDUCATIONAL COOPERATION AND BLENDED FORMATS(CASE STUDIES IN ASIA)
Project kick off and funding by German Academic Exchange(DAAD) in the year 2000 resulting in partnership by end of 2000.
Objective to explore opportunities for collaboration with international institutions to expedite international recognition and standing
Kebangsaan University, Malaysia and the University of Duisburg-Essen, Germany have same size ,age and structure of Engineering faculty.
Challenges faced
funding requirements
differences in the educational and cultural aspect
Language ,academic structure, operation and style
socio-economic and political systems
between Malaysia and Germany
Outcome
Student and staff educational and professional mobility (20 in number) as a result of the double degree and exchange
programmes
Openness,adaptibility,global citizenship status
Joint Phd programs(PromISE) and establishment of Research Clusters
UKM and UDE collaboration under European Community Intercultural Communication under Asia-Link
European-ASEAN Credit Transfer System (EACTS) Other University partners being Universitas Indonesia and University of Parma,Italy
1998 – 2006: Development of international degree courses at UDE
2001– today: Development of double degree programmes at UDE and UKM
2001– 2006: Institutionalisation through the establishment of the Mercator Office
and the Multimedia Lab at UKM to establish joint teaching and research
2010 - Establishment of the UKM International Office at UDE
2010 –Double degree PhD programmes at UDE and UKM
2012: Founding of Mercator Science and Education in Malaysia funding the joint study
programmes and partnership between universities and industries
2018 – All programs under Engineering Faculty of UKM in association with UDE are recognized jointly thus promoting educational cooperation
Quality Assurance and
Management
Accreditation of Courses
by Malaysian Quality
Agency and ASIIN
Internal procedures with
intervention of all
stakeholders
SWOT Analysis performed
through one day
workshop
Evaluation and
assessment by external
assessors with reporting
and auditing conducted
with generation of
positive results
University of Duisburg-Essen,
Germany
Worldwide partnerships - 130
countries
Kebangsaan University, Malaysia
Worldwide partnerships - 30
countries
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21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 21
Case Study contd….
EDUCATIONAL COOPERATION AND BLENDED FORMATS(CASE STUDIES IN ASIA)
UKM’s Blended Initiative i-Folio
UDE’s JACK - An automatic exercise , testing system and feedback system
Visualizations of data structures Detailed result statistics
automatically generated by JACK in the teacher's view
A COURSE DISCUSSION PLATFORM OF iFolio
Collaborative Learning in Intelligent Distributed
Environments – COLLIDE
Computer-aided collaborative learning
Cooperative modelling tools for science based
and technical lectures,
Distributed computer-integrated learning
environments/classrooms
Intelligent learning support systems
Quality assurance guidelines for Blended learning/ E-learning by Ministry
of Education Malaysia
Ensure quality assurance policies integrated within the administrative
and operational system of e-Learning.
Consider using resource mechanism in the process of planning and
quality improvement
Coordination to be ensured across all functional units to achieve quality
Measurement of relevant KPI’s to ensure effectiveness and efficacy and
reporting of Outcomes
Evaluation and Feedback to be integrated to LMS/BLENDED LEARNING
PLATFORM
UKM abides by the
Assurance guidelines
Quality Assurance of Blended Learning/E-
learning policy guidelines by European
Commission
Elements of Quality within Institutional policies
for e-learning should include
institutional support ,course development
teaching and learning, course structure
student support, faculty support with training
technological infrastructures and infostructure
student assessment (learner authentication,
work authorship and examination security)
and certification
electronic security measures
UDE abides by the Assurance measures
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21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 22
Case Study : Educational Cooperation between STT Open University Thailand and 35 other Universities around the world comprise of attaining these main objectives :
FACTSHEET
• Exchange of students, staff (teaching and administrative)
• Joint Development of Academic Programs to be offered at STOU
• Short courses development and delivery at STOU
• Shared doctoral programs
• Academic development of both the Universities
• Curriculum development and exchange of publications course materials ,scientific material etc
• Joint Research and Consultancy Programs
• Collaborate in undertaking programs, projects, and other related activities
• Organize workshops, seminars and conferences
EDUCATIONAL COOPERATION AND BLENDED FORMATS(CASE STUDIES IN ASIA)
ASIA AND THE PACIFIC
Deakin University
- Memorandum of Understanding
Macquarie Universtity
- Agreement of Academic Cooperation
University of New England
- Memorandum of Understanding for Academic Cooperation
Bangladesh
University of Liberal Arts Bangladesh
-Memorandum of Understanding
China
Graduate School of Chinese Academy of Agricultural Sciences
-Memorandum of Understanding
Yunnan Open University
- Memorandum of Understanding
- Activities with Yunnan Open University (Former YNRTVU)
Hong Kong
The Open University of Hong Kong
- Memorandum of Understanding
Indonesia
Universitas Terbuka
- Memorandum of Understanding
Japan
Open University of Japan
- Memorandum of Understanding
Laos
National University of Laos
- Agreement on Academic Collaboration in Distance Learning
Savan Institute of Management
- Memorandum of Understanding
Korea
Korea National Open University
- Agreement of Academic Cooperation
- Activities with Korea National Open University
Local Government Officials Development Institute (LOGODI)
- Memorandum of Understanding
STOU’s collaboration with Open University Malaysia
includes study visits, Joint
Research, the ASEAN Journal on Open and
development and other activities.as Distance
Learning, cooperative course
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21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 23
EDUCATIONAL COOPERATION
Case Study : UTRETCHT UNIVERSITY NETHERLANDS BLENDED APPROACH PARTNER UNIVERSITIES
Under Education Innovation Program UTRETCHT’s initiatives are as follows:
Optimally digital with Educate-it
A special programme named Educate-it to innovate education, improve it and make it blended.
With the help of IT tools, lecturers lift their teaching to a new level.
Experimenting with new forms of education
Blended education with a Light board in the Teaching and Learning Lab
Funding for Education Innovation
Educatieve Middelen Pool
Teaching Fellowship Programme
Utrecht Education Incentive Fund
Educational Cooperation
Initiative - UTRETCH Summer School
Highlights
In 2017, the Utrecht Summer School attracted over 4000 students from over 120 different countries.
European credits according to the European Credit Transfer System (ECTS) are awarded for most of the
courses
Quality Assurance Policy@ UTRETCHT
In alignment with the Accreditation Organisation of the Netherlands and Flanders
Caselet : Nottingham Trent University Online
NTU STUDENT SURVEY AND RESULT ON BLENDED FORMATS
the flexibility of being able to complete assignments in any place/at any time;
the convenience of not having to come to campus as often;
the benefits of the online component when job responsibilities and other commitments make it
difficult to attend face-to-face classes
Quality Assurance Policy@ NTU
AACSB and EQUIS accreditation 1 % of the business schools
EDUCATIONAL COOPERATION AND BLENDED FORMATS(CASE STUDIES EUROPE- Online Universities)
Freie Universität
Berlin
World Health
Organization
Dutch University
Institute for Art
History
Washington
University in St.
Louis
National Institute
for Public Health
and the
Environment
Utrecht Medical
Centre Utrecht
Università Cattolica
del Sacro Cuore
CITO
Universidad
Nacional de Costa
Rica
Rome Summer
School
University of Tartu
International
Summer University
China Europe
International
Summer School
Royal Netherlands
Institute in Rome
ONLINE COURSES
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A Quality Assurance Framework ensuring learning using Blended Pedagogical Approaches
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QUALITY ASSURANCE FRAMEWORK FOR BLENDED LEARNING
HIGHLIGHTS
A Quality assurance Framework designed for the providers of blended learning where learners are considered to be physically separated from:
other learners/peers
mentors and assessors
the provider institution
learning resources and support services
Blended Learning Programmes mostly combine the following :
Online learning resources developed for online delivery
A virtual learning environment
Virtual Learning tools such as forums , joint discussion groups ,virtual classrooms,e-portfolio,learning management system, LCMS
E-Performance Management System to support formative and summative assessment
Face-to-face mentoring
Online Feedback
EXPECTATIONS
To have their internal quality control and assurance mechanism
Monitor the effectiveness and efficacy of blended system
BROAD ASPECTS FOR QUALITY CONSIDERATION
Design, development and updating of relevant learning resources
Online environment for student support and guidance
Availability and accessibility of learning infra and infostructures, experienced human and learning resources
A learner centric environment with a proper learner progress tracking mechanism
CHALLENGES ENCOUNTERED FOR CROSS BORDER INITIATIVES
National capacity for quality assurance and accreditation does not cover cross-border initiatives
National systems and bodies for the recognition of qualifications may have limited knowledge
The professions depend on trustworthy, high-quality qualifications
Need for recognition of foreign qualifications
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DESIGN OF A QUALITY ASSURANCE FRAMEWORK FOR EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS
Formation of an International and Regional
Quality Assurance Framework for cross
border initiatives
Quality assurance standards for
Higher Education across borders in
amalgamation to standards set for
blended learning and establish a
generic model
Allocate responsibilities to
regulatory bodies like
ENQA,EQAR,UNIQUe and AQAF etc.
for working out evaluations and
recommendations for improvement
and best practices
Establishment of a dialogue
structure between Universities,
National Governments and QA
agencies to align themselves to the
common objectives of assuring
quality of correspondence in e-
learning
National Governments Quality Assurance
Frameworks for Quality Assurance in
Blended Learning
Constitute Legislative and
Regulatory Frameworks for Quality
Assurance in Blended Learning
Constitute national metrics for
inter-institutional comparison and
set up National and Regional
Qualifications Framework (virtual
mode)
Evaluate Flexible E-Educational
Formats and Electronic Credit
Transfer System Courses for
blended modes
Evaluate quality of pedagogical
innovation and technological
upgrades as in virtual/blended
learning
Institutional Quality Governance for Blended
Learning (Internal Quality Assurance)
Organizational-Strategy and Plan
Formulation, Availability of robust
Information Management System ,
and Public Information Repository
Program/Course level –Feasibility
and Structural Coherence, Learning
resources ,Teaching Staff
Learner level – Admission ,Learning,
Teaching ,Research,Assessment,
Recognition, Progression and
Certification
Monitoring and Review and Cyclical
External Quality Assurance
E
N
H
A
N
C
E
U
A
L
I
T
Y
S
U
P
P
O
R
T
M
O
B
I
L
I
T
Y
KEYWORDS
Accessibility Flexibility
Interactiveness and
Personalisation
Ensure adequate provision
of information to candidates
for informed decision
making
Ensure readability and
transparency of degree for
increased
internationalization
Ensure recognition of
qualification is fair,
transparent , coherent and
reliable
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QUALITY ASSURANCE STANDARDS AND PROCESSES
Guidelines
Adoption of best practices and in line with the international best practices
Participation of stakeholders to develop the standards
Publicizing of standards with due regard to cultural diversity
To analyse the Self Assessment Report with site visits by peer team and providing feedback
Fair transparent evaluation by trained assessors
Policy documents ,evaluation process and methodology, feedback, cyclical validity
Code of conduct for reviewers
APPOINTMENT OF EXTERNAL QA AGENCY
Guidelines
Ensuring frame of mission and common goals
Ensure having legal basis and is recognized and trusted
Autonomy and responsibility in decision making
Ensuring good governance and accountability
Aligned with innovation and latest developments
Collaboration with national and international stakeholders
Reliable system for auditing ,controlling and assessing
Publicizing of policies, procedures, criteria , standards and assessment
INSTITUTIONAL QUALITY GOVERNANCE FOR BLENDED LEARNING (INTERNAL QUALITY ASSURANCE)
As reported in previous slides
ASSURANCE !! ACCREDITATION !! RECOGNITION !! HARMONIZATION!! MOBILIZATION !! GLOBAL CITIZENSHIP
National Governments Quality Assurance Frameworks for Quality Assurance in Blended Learning
NATIONAL QUALIFICATIONS FRAMEWORK
Ensure progression in training and learning with
recognition of earlier qualifications
Ensure student mobility by internationalization of
recognitions
Align learning outcomes for students in correlation to
their competencies
Ensure transparency,consistency,flexibiliy of learning
pathways and progression
Ensure participation of relevant stakeholders for
recognition of levels, descriptors and credit systems
Ensure support by national policies and implementation
by authorized agencies complemented by an authorization
centre
POLICY DOCUMENTS
NQF PLANS
POLICY GUIDELINES
IMPLEMENTATION REPORTS
CONSULTATION REPORTS
QUALITY ASSURANCE REPORTS
REGISTRY OF ACCREDITED PROGRAMS
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QUALITY ASSURANCE FRAMEWORK FOR BLENDED LEARNING- INSTITUTIONAL GOVERNANCE
BLENDED LEARNING QUALITY STRATEGY AND PLAN FORMULATION-ORGANIZATIONAL PERSPECTIVE
Blended learning policies and procedures should align to Institutional goals and strategies and should have a clear governance structure.
Adoption by any unit should also be aligned with overall Institutional requirements and should have an appropriate departmental plan.
Investment on infrastructure and other resources should be taken into consideration and should be in alignment with market scenario
Formulation of policies and strategies with regard to recruitment,admissions,grievance redressal,fees regulations and additional registrations
Quality policies for course feasibility, content creation ,development and maintenance , session management , designing and implementation of collaborative
environment.
Formulation of Assessment and Evaluation policy for virtual learning and formulation of a Board of Assessors experienced in this setup
Formulation of faculty and student induction, training and appraisal policy
Formulation of guidelines for creation and maintenance of student recordkeeping system.
Formulation of team to design the blended environment constituting of technical professionals,academicians,experts and specialists and support staff.
Formulation of guidelines for technical infrastructure scalability and reliability including support tools as : blogs, forums, online video conferencing platforms, internet
voice communication, virtual practical training
Formulation of security policies engulfing data protection , protection of enrolled mentor and mentees, identification and authentication of remote learners(using
encryption, protection and backup)
Draft of an appropriate procurement plan and upgradation policy for cloud services,hardare and software.
Draft of appropriate contingency plan and accreditation plan by regulatory bodies ,IPR and software licensing
Formulation of anti-plagiarism policy , technology usage policy(teaching and support),upgradation and migration
Formulation of due diligence and risk management for transnational initiatives as recognition by statutory bodies,permission for foreign providers
Synchronous delivery policies in case of gender considerations and other jurisdictional requirements
Drafts for implementing ne business models as blended learning which includes financial,taxation,recognition of qualification, employment laws ,validity of software
licenses ,regulation policies for foreign nationals etc
EXPECTATIONS PUBLICIZED AND PUBLISHED
Learning resources and learning environments specification document for validation and review and all relevant policy documents
Assessment creation,conduction,monitoring,receipt,evaluation and feedback specification document.
Specification document for international students with regard to previous eligibility, credit transfers, program recognition,employment rules etc
Agreement documents in case of collaborations,legal rights and responsibility distribution, instruction manual of platform usage for all stakeholders
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QUALITY ASSURANCE FRAMEWORK FOR BLENDED LEARNINGINSTITUTIONAL GOVERNANCE
-EXPECTATIONS PUBLICIZED AND PUBLISHED
Provision of a robust Information Management System that will enable data collection from all possible databases.
With respect to learning scenarios reports on learning outcomes based on performance, retention and dropout rates to be monitored for improvement of the programs
which are further publicized.
The institution should publishes reliable, complete, and up-to-date information on technical support.
Technical requirements and infrastructure to enable effective use of the system are clearly identified and published.
The institution publishes information on completion rates, pass rates, and dropout rates.
The IMS will enable to extract analytics from all recorded scenarios to understand the current trend along with quantitative and qualitative data justifying academic,
research and employment achievements.
COURSE/PROGRAM LEVEL PERSPECTIVE
Program / Course feasibility study and its structural coherence to be justified and updated regularly
Program development and delivery in coherence with the blended approach to meet intended learning outcomes and with valid recognition .
Program development and delivery to consider technology and information professionals, Instructional designers, subject experts contribution
Program/module ownership authentication, establishment of communication channels for learning, tutor/ student skill acquisition to handle blended courses
Teaching, learning and assessment can be synchronous or asynchronous with requirement of Adaptable Performance Tracking System
Instructional design approach for high impact resource development , with appropriate student support and feedback for future enhancement
Technology specialist to design the learning platform for enhanced interactive learning experience and ensuring that ensure
that technology is in the service of delivery.
Stakeholders of the program/course are bound by institutional and program level policies even with respect to hardware/softare etc.
Incremental version testing and adoption under approved configuration management policy
Learning material the digitized assets are to be peer reviewed with incorporation of feedback mechanism by internal/external mechanism for improved learning
outcomes
Appropriate integration of media to the modules for learners achievement, segregation of course content into face to face and online in alignment to learning repository
Following of protocols by all stakeholders
Approval and validation of program/course by internal and external stakeholders
Continuous training and learning for staff with respect to teaching instructional design , technology upgrades etc
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QUALITY ASSURANCE FRAMEORK FOR BLENDED LEARNING – INSTITUTIONAL GOVERNANCE
COURSE/PROGRAM LEVEL PERSPECTIVE CONTD..
Ensuring on-going upgrades to the development of the platform in alignment with regulatory body requirements
Time management and scheduling with respect to all activities as development, delivery, assessment and feedback.
LEARNER PERSPECTIVE
Learner to be equipped with necessary skills to be an independent learner with clarity on staff availability
Learner to be given the desired clarity on blended learning strategy to be followed and percentage of hand holding and autonomy rendered.
The contact hours with the staff and the collaborative learning environment and the committed hours of the learner
Participation and attendance mandate with respect to face to face and online learning and appropriate remote setup for the candidate
Online academic calendar, schedules for course delivery, assessment calendar, assessment pattern, progress report, learners engagement statistics
Intimation of availability of learner repository, eligibility specifications, classroom and activity schedules, course an feedback enablement and validity
Equitable opportunity to all learners with respect to learning provisions, authentication and validation ,sharing, safety ,reliability and desired communication and
exchange protocols.
Learners to be intimated of e-libraries and virtual labs
Learners to be intimated of support in the form of instructional, technological and administrative elements based on individual profile ,specification and needs
OTHER FACTORS
LEARNING ENVIRONMENT DESIGN
Accessibility – Course should be accessible by even disabled students through assistive technology ,should be mobile compliant and should have alternatives to auditory
and visual contents
Course readability – Should facilitate all learners from various learning background attractive and the interface should be functional and attractive
Navigation-Well organized easy to navigate with web pages being consistent throughout
Availability of Prints and Downloads – Print and download versions of learning resources should be made available in proper formats and compression forms
Copyrights, Citations and Legal requirements – Learning resources should be devoid of copyright, should have proper citations and should satisfy legal requirements
TECHNOLOGY SPECIFICATIONS, SERVER,SECURITY AND SUPPORT
Adequate technical support should be provided for building and maintenance of blended learning infrastructure
System recovery in case of failures with back up procedures, with desired operating and security standards and less turnaround time with analytics in access patterns
Technical infrastructure should comply with e-learning and course objectives and outcomes and should be up-to-date with guaranteed profiling of learners from diverse
background.
30. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
A Quality Assurance Framework ensuring learning using Blended Pedagogical Approaches
21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 30
SEOUL Declaration – Enhancing People to People Connectivity through Virtual Learning and Blended Formats
Encouraging Accessibility ,Flexibility Interactiveness,Personalisation and People to People Connectivity through Blended Learning
31. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 31
CONCLUSION AND REFERENCES
As per the observations and study the extent of Educational Cooperation between Asia and Europe till today stand at an approximation of nearing 30 - 35pc(optimistic
range)considering all countries across Europe and Asia though the future potential looks to be great for enhancing the economic growth in this belt .
Intra-continental initiatives as in the European zone appears to be more promising and they are significantly ahead than the Asian belt and Asia is at a stage here there in
significant progress in the penetration of awareness even in LDC’s related to enhancing Educational Cooperation and Mobilization through pedagogical innovations and
technological advancements which is encouraging
A Plan 2050 should see almost 80 pc of the countries towards a progressive economy backed by highly technical infrastructure and technological advancements
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http://www.universityworldnews.com
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32. ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 32
https://ec.europa.eu/commission/sites/beta-political/files/communication-strengthening-european-identity-education-culture_en.pdf
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https://ec.europa.eu/info/sites/info/files/economy-finance/2018_dbp_lu_en_0.pdf
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ANY QUESTIONS
THANK YOU