MAP 504 INTERNATIONALIZATION OF EDUCATION TOPIC : ISO/ISA WASHINGTON ACCORD/BOLOGNA ACCORD/AGREEMENT PROFESSOR : DR. DANILO HILARIO PhD STUDENT : VICTORIA M. SISON, MAEd SCHOOL TERM :3RD SEMESTER, AY 2019-2020 ******************* ISO – INTERNATIONAL ORGANIZATION STANDARDIZATION BOLOGNA ACCORD WASHINGTON ACCORD

1. INTERNATIONALIZATION OF
EDUCATION
(MAP 504)
SCHOOL TERM: 3RD TRIMESTER, SY 2019-2020
PRO: DR. DANILO S. HILARIO
REPORTER: VICTORIA M. SISON, MAED

2. “ Internationalizaton of higher education is
the process of integrating international inter-
culutural, and global dimensions into the
goals, functions (teaching, learning,
research, and service), and delivery of
higher education between nations, between
national systems of higher education, and
between the institutions of higher
education.”
- CMO No. 55, s. 2016

3. TOPICS:
ISO – INTERNATIONAL ORGANIZATION
STANDARDIZATION
BOLOGNA ACCORD
WASHINGTON ACCORD

4. International Organization
Standardization

5. BACKGROUND ON ISO
9001
ISO 9001 CERTIFICATION
PROCESS
ISO CERTIFICATION FOR
SCHOOLS

6. BACKGROUND ON ISO 9001
 ISO (International Organization for Standardization) is the
world's largest developer and publisher of International
Standards.
 ISO is a network of the national standards institutes of
163 countries, one member per country, with a Central
Secretariat in Geneva, Switzerland, that coordinates the
system.

7. The three official languages of the ISO are English, French,
and Russian. The organization's logos in two of its official
languages English and French. • The organization which
today is known as ISO began in 1926 as the International
Federation of the National Standardizing Associations (ISA)
ISO is a voluntary organization whose members are
recognized authorities on standards, each one representing
one country. The bulk of the work of ISO is done by the
2700 technical committees, subcommittees, and working
groups. Each committee and subcommittee is headed by a
Secretariat from one of the member organizations.

8. ISO is a non-governmental organization that forms a bridge
between the public and private sectors. ISO has developed
over 18,500 International Standards on a variety of
subjects and some 1100 new ISO standards are published
every year.
Examples:
 ISO 9001 - Quality Management Systems (QMS)
 ISO 14001 - Environmental Management Systems
(EMS)
 ISO 27001 - Information Security Management
Systems (ISMS)

9. What is ISO 9001

10. How does ISO 9001 work?

11. Importance of QMS

12. Advantages of ISO
Certification
Compliance with
customer requirements
specifying certification
National/International
recognition
Independent check of
conformity
Provides competitive
advantage
Indicates an effective
Quality System
Improves company
image

13. Development of ISO 9001

14. QUALITY MANAGEMENT
PRINCIPLES ISO 9001:2015

15. QUALITY MANAGEMENT
PRINCIPLES (cont.)
Customer focus
Organizations depend on their
customers and therefore should
understand current and future
customer needs, should meet
customer requirements and
strive to exceed customer
expectations.
Leadership
Leaders establish unity of
purpose and direction of
the organization.
Engagement of people
People at all levels are the
essence of an organization and
their full involvement enables
their abilities to be used for the
organization's benefit.
Process approach
A desired result is achieved
more efficiently when activities
and related resources are
managed as a process.

16. QUALITY MANAGEMENT
PRINCIPLES (cont.)
Improvement
Improvement of the
organization's oveImprovement
Improvement of the
organization's overall
performance should be a
permanent objective of the
organization.all performance
should be a permanenf the
Evidence-based decision
making
Effective decisions are based
on the analysis of data and
information.
Relationship management
An organization and its external
providers (suppliers, contractors,
service providers) are
interdependent and a mutually
beneficial relationship enhances
the ability of both to create value.
wikipedia.org/wiki/ISO_9000

17. Implementation
of QMS
Conduct Internal
Audit & Review
Result by Top
Management
Selection of a
Certification
Body
Stage 1 AuditStage 2 Audit
Confirmation of
Registration
Continual
Improvement
and Surveillance
ISO 9001 CERTIFICATION
PROCESS

18. “It is not enough to do
your best; you must know
what to do, then do your
best.” - W. Edwards Deming

19. ISO CERTIFICATION
FOR SCHOOLS
Importance of ISO for Schools:
1) Proves the “quality” in the school & programs with seal of
international approval
2) Manages the quality in language that parents, students,
society, business and industry understands
3) Management’s response to teachers’ quality efforts –
reaching the national skill standards
4) Gets the edge over other schools with an international
recognition
5) Adds structure to the system
6) Establishes driver to continuously improve the quality of
organization’s system – it is a “sustaining initiative”
7) Demonstrates value from system

26. BOLOGNA
ACCORD

27. Meaning:
The Bologna Accord is a series of
ministerial meetings and agreement
between European countries
designed to ensure comparability in
the standards and quality of higher
education qualifications.

28. What is the Bologna Process?
It was set out in 1999 to establish
the European Higher Education
Area (EHEA) by 2010, which was
launched on schedule in March of
that year.

29. What’s that?
The EHEA is a framework to allow easy
comparison between the higher education
systems of all participating countries.
It comprises agreement on qualification
frameworks, including the three cycle system of
Bachelor degree, Master and Doctoral studies.
It also covers quality assurance, so that students,
graduates, universities and all other stakeholders
can be confident in the quality of different
systems and the work of different providers.

30. European Higher Education Area
1999 Signatories:
1) Austria 10) Greece 19) Malta
2) Belgium 11) Hungary 20) Netherlands
3) Bulgaria 12) Iceland 21) Norway
4) Czech Republic 13) Latvia 22) Poland
5) Denmark 14) Lithuania 23) Portugal
6) Estonia 15) Luxembourg 24) Romania
7) Finland 16) Sweden 25) Slovakia
8) France 17) Switzerland 26) Slovenia
9) Germany 18) United Kingdom

31. Most Important Features of Bologna:
Credit
Transfer &
Mobility
Diploma
Supplement
Quality
Assurance
Three Cycle system and the Qualification
Framework of the EHEA

32. What is Diploma Supplement?
This is a transcript of your degree
experience. It says exactly what you
studied, the marks, and the credits
you received. It has a strict format
and all universities in the EHEA
should release this free of charge.

33. What does Bologna say about
credits?
Bologna uses the European Credit Transfer System (ECTS)
with credits for individual modules at specific levels,
depending on the year of study, first, second, third, etc. The
total number of credits for a Bachelor degree is usually
somewhere around 180-240 ECTS.
In the UK 180 ECTS is the equivalent of 360 UK credits. It’s
a little bit annoying, but UK credits use bigger numbers on a
2:1 ratio.
So a UK masters is typically 180 UK credits, which equates
to 90 ECTS at Master level.

34. Do students get credits of their
studies abroad?
Yes. Bologna stipulates that you should get
credits for any validated course of study
and this should feed into your home (or
base) university study programme, so the
period spent away from your base
university is recognised as contributing to
your final award.

35. Why does Bologna matter?
 Bologna is fundamentally about mutual recognition of
qualifications released by universities in different
countries. This is important in a global economy.
 It is also about quality assurance. Everyone needs to
know that a qualification is a valid and reliable indicator
of learning and achievement.
 Bologna is all about transparency. If universities apply
the spirit of Bologna, they will be transparent in all they
do, and in the systems they use to monitor and control
their activities.

36. European Higher Education Area
ACHIEVEMENTS:
 Graduates can to move within
the EHEAwith recognition of
their qualifications
 Students can move through
different universities
 Good Practices:
 Course structure
 Quality
 Inclusion

37. What about the global dimension? Isn’t
Bologna just a European thing?
 No, it attracts a lot of interest in other countries
including the USA, Canada, Australia, Brazil, Japan
and China. Bologna has successfully promoted
recognition and transparency which is seen as a
positive development.
 Universities everywhere are adopting credit based
systems and many use the three cycle system as a
basic qualification framework. Wherever you plan to
study, ask how the university articulates with the
Bologna Process.

38. Do students get credits of their
studies abroad?
Yes. Bologna stipulates that you should get
credits for any validated course of study
and this should feed into your home (or
base) university study programme, so the
period spent away from your base
university is recognised as contributing to
your final award.

39. What can one take away from Bologna
Process ?
 Bologna supports:
 openness;
 Transparency;
 mutual recognition;
 quality assurance and clear adherenceto credits based on meeting
learning outcomes; and
 it helps universities to preparegraduates for work in an increasingly
competitive and globalised environment.

40. Some of the Major Implications of Bologna
Accord to the Philippines Education System
 The Bologna Accord establishes a European Credit
Transfer and Accumulation System (ECTS), which is
very much like our system of units. One ECTS-credit is
equivalent to about 30 hours of study.
 The Bologna Accord stipulates that a student can earn an
undergraduate (or Bachelor’s) degree after 180 to 240 ECTS-
credits, broken down into three to four years of study at a standard
60 ECTS-credits or 1,800 hours per year. These hours are devoted
only to subjects in the major field of study; in our terminology, these
are called “major subjects.” Not included in the European system of
study is General Education (in Europe, the term “general education”
refers to what we call “basic education”); only the American system
offers General Education subjects after high school.

41. Some of the Major Implications of Bologna
Accord to the Philippines Education System
(continuation…)
 In our system, a typical student takes at least 18 units per semester
or 972 hours of study. In a year of two semesters, the student
finishes 1,944 hours of study, more than the 1,800 hours required of
a European student. The problem, however, is that those 18 units
are not made up only of major subjects. They include not only the
General Education subjects but extra subjects required by a school
(religious schools, for example, understandably require religion
subjects).
Our students do not actually take up enough major subjects to fulfill the
requirements of the Bologna Accord. Although our students spend more
hours in school than the typical European student, our students devote
fewer hours to their major.

42. Implications for CHED:
 The CHED Technical Panels have to work overtime to
revise their curricula to ensure that majors take more
major subjects than they are taking now.
 General Education subjects (which now typically take almost two
years to finish, whether all at once or spread out throughout the
curriculum) have to be pared down to the more manageable
American number. In the USA, General Education typically takes up
only the first year of undergraduate study.
https://www.philstar.com/other-sections/education-and-home/2010/01/14/540264/bologna-accord

43. WASHINGTON
ACCORD

44. WASHINGTONACCORD
The Washington Accord is a multi-lateral
agreement among bodies responsible for the
accreditation or recognition of tertiary-level
engineering degree programs in each of the
countries or territories where the bodies operate.
Originally signed in 1989 by the six founding signatories who have
chosen to work collectively to assist the mobility of professional
engineers through the development and recognition of good
practice in engineering education, the Accord now counts eighteen
full signatories and six provisional members, the latter including
the Philippine Technological Council. (www.ieagreements.org)

45. The Washington Accord
has provided a
mechanisms for mutual
recognitions of graduates
of accredited programmes
among its signatories.
National accreditation
systems and the Accord
itself have evolved to meet
changing needs building
on the vision of the original
6 signatories in 1989.
Prof. Hu Hanrahan
Chair, Washington Accord
(2014)
www.ieagreements.org/assets/Upl
oads/Documents/History/25Years
WashingtonAccord-A5booklet-
FINAL.pdf

46. OVERVIEW:
The Washington Accord recognizes that there is
substantial equivalence of programs accredited by
those signatories. Graduates of accredited programs
in any of the signatory countries are recognized by
the other signatory countries as having met the
academic requirements for entry to the practice of
engineering. Recognition of accredited programs is
not retroactive but takes effect only from the date of
admission of the country to signatory status.

47. SCOPE:
The Washington Accord covers only undergraduate
engineering degrees. Engineering technology
and postgraduate engineering programs are not covered
by the accord. Engineering technology programs are
covered under the Sydney Accord and Dublin Accord.
Only qualifications awarded after the signatory
country or region became part of the Washington Accord
are recognized. The accord is not directly responsible for
the licensing of professional engineers and the registration
of chartered engineers but it does cover the academic
requirements that are part of the licensing processes in
signatory countries.

48. Signatory Countries and Territories of WA

49. How to APPLY?
Read the Agreements Constitution, Rules & Procedures
in IEA website
Submit preliminary documentation on its jurisdictional
registration/licensures system together with the
appropriate fee.
Executive committee may assign a team of 2 or 3
Authorized members as Mentors to assist the applicant in
progressing towards provisional status.
Application for admission must be accompanied by
nominations from 2 authorized members w/c can attest
that the applicant meets the requirements for provisional
status.
Provide documentation to support their application and
appear before a meeting of all Authorised Members to
present their application for Provisional Member status.
(www.ieagreements.or
g/agreements/apply-
agreements/)

50. Countries w/ Provisional Signatory Status

51. How WA “Achieves” Mutual
Recognition
Washington Accord
Signatories enters into an
agreement whereby they mutually
recognized programs accredited by
other signatories to be substantially
equivalent to that of their own
programs.

52. Examples
Washington Accord Andrew M. Wo Deputy CEO,
Institute of Engineering Education Taiwan
(IEET)"

56. Supporting Statement for Graduate Attribute
Washington Accord Knowledge Profile
COMPONENTS:

57. Washington Accreditation of SUBSTANTIAL EQUIVALENCE:
Substantial equivalence of engineering degree programs accredited by
Washington Accord signatories: while differentprogramsmight takeadifferentapproach
in engineering education,thesameoverall educationaloutcomesareachieved.

58. Courtesy of Christine Joy Pilapil
INTERNALIZATION OF EDUCATION
ROAD OF BETTER OPPORTUNITIES

59. “ The right to a quality education is the perfect path to
bridge the gap between different cultures and to reconcile
various civilizations. Without such a right, the values of
liberty, justice and equality will have no meaning.
Ignorance is by far the biggest danger and threat to
humankind”
- Moza bint Nasser
THANK YOU!