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1. UNESCO/OECD Guidelines on Quality
Provision in Cross-Border Higher Education
IAU Global Meeting and International Conference
Sharing Quality Higher Education Across Borders
14-16 November 2005
Alexandria, Egypt
Stamenka Uvalic-Trumbic
Division of Higher Education, UNESCO
2. Guidelines: Status & Next steps
• 33rd session of the UNESCO General
Conference, 16 October 2005 supported
the Guidelines as a secretariat document
• The OECD Council – Prague, 2 December
2005
• Implementation: UNESCO & OECD with
stakeholders and partners
3. Why UNESCO?
Existing frameworks
• 1998 WCHE and 2003+5 FU: access, equity, relevance; HE
element of SD in the Knowledge Society
• The 6 regional conventions on the recognition of qualifications
as the only legal instrument in HE ratified by over 100
Member States;
• Recommendations on the Recognition of Qualifications 1993
and the Status of HE teaching Personnel 1997;
• The Global Forum on International Quality Assurance,
Accreditation and the Recognition of Qualifications: new
dimensions in quality assurance and qualifications recognition
(2002;2004)
4. Guidelines/Codes of Good Practice
on TNE/ CBHE
• 1978 Guidelines for Developing Countries on Correspondence
Education (UNESCO)
• 1999 Recommendation on International Access Qualifications
(UNESCO/CoE)
• 2001 Code of Good Practice on TNE (UNESCO/CoE)
• 2004 Statement on Quality HE Across Borders
(IAU/AUCC/ACE/CHEA)
• 2005 Guidelines on Quality in Cross-Border HE (UNESCO/OECD)
5. WHY THE GUIDELINES?
Context
• Growth of cross-border higher education:
distance education, franchises, branch
campuses;
• GATS and Higher Education
• Need to provide an EDUCATIONAL response
to maximize opportunities, minimize risks
6. External quality assurance and accreditation systems
have been adopted in more than 60 countries
• The scope and status of agencies vary, depending on countries.
• The map is not exhaustive and changes rapidly, as governments face
pressing needs to establish a quality assurance agency
7. But their scope is often
domestic
• National quality assurance and accreditation systems are
very diverse and uneven
• They do not often cover cross-border (or for-profit) higher
education
• Higher education systems are often opaque viewed from
abroad
• Need for more transparency and for quality assurance to take
into account the growth in cross-border education
8. Objectives of the Guidelines
• support and encourage international cooperation
and understanding of the importance of quality
provision in cross-border higher education
• protect students and other stakeholders from low-
quality provision and disreputable providers
• encourage the development of quality cross-border
higher education that meets human, social,
economic and cultural needs
9. Principles of the Guidelines
• Voluntary and non-binding
• Responsibility for partnerships, sharing, dialogue,
mutual trust and respect between sending and
receiving countries
• Recognition of national authority and of the diversity
of systems
• Recognition of importance of international
collaboration and exchange, internally, externally
• Access to transparent and reliable information
10. The scope of the Guidelines
• Voluntary and non-binding BUT
• Stamp of two IGOs: UNESCO and the OECD
• Addressing Governments but recognizing the role of
NGOs and Student Organizations
• Stakeholders: Governments; Higher Education
Institutions/academic staff; Students bodies; Quality
Assurance and accreditation bodies; Academic
Recognition Bodies; Professional Bodies;
11. Definition of CBHE
The Guidelines define cross-border provision as
“ cross-border higher education (that) includes higher
education that takes place in situations where the
teacher, student, programme, institution/provider or
course materials cross national jurisdictional
borders. Cross border higher education may include
higher education by public/private and not-for profit/for
profit providers. It encompasses a wide range of
modalities, in a continuum from face-to face (taking
various forms such as students traveling abroad and
campuses abroad) to distance learning (using a
range of technologies and including e-learning).”
12. Guidelines to HEI/Academic Staff
• Ensure that the programmes they deliver across
borders and in their home country are of comparable
quality and take into account the cultural and
linguistic sensitivities of the receiving country.
• Recognise that quality teaching and research is made
possible by the quality of faculty and the quality of
their working conditions
• Maintain Internal quality management systems: full
use of the competencies of stakeholders responsibility
to ensure that the information and guidance provided
by their agents are accurate, reliable and easily
accessible;
13. Guidelines to HEI/Academic Staff
• Consult competent quality assurance and accreditation
bodies and respect the quality assurance and
accreditation systems of the receiving country when
delivering higher education across borders, including
distance education;
• Develop and maintain networks and partnerships to
facilitate the process of recognition by acknowledging
each other’s qualifications as equivalent or comparable;
• Provide accurate, reliable and easily accessible
information on the quality assurance and the academic
and professional recognition of qualifications
• Ensure the transparency of the financial status of the
institution /programme
14. Main (underlying) message
• The quality of cross-border higher education is a shared
responsibility between importing and exporting countries
– Quality assurance should cover cross-border education in
all its forms
– Stakeholders should collaborate internationally to
enhance the transparency about the quality of HE and
about HE systems
– Cross-border delivery should have the same quality as
home delivery
15. Main action mechanisms
• Quality assurance
have a quality assurance system, internal or external
have fair mechanisms for recognition of qualifications
• Transparency and accessibility of information
be transparent about what you do and make the
relevant information accessible internationally
• Collaboration
Strengthen your collaboration with other stakeholders
in your country, regionally and internationally
16. Regional Capacity Building:
• The Mediterranean – Tempus-MEDA – MERIC
Network
• RIACES (Latin America + Spain)/revival of LAC
Convention/Bogota Ministerial Meeting/Nov.05
• The Caribbean: CANQATE
• Asia Pacific Convention + APQN
17. Regional Capacity Building
• Africa: Launch of AQUAnet (partnership
with AAU and the World Bank)
• Pilot project for Francophone countries
• Arab States: New Initiatives for Regional
Accreditation
18. Capacity Building – Some
Existing Tools
• Tool-kit for QA in CBHE (Asia and the Pacific)
• DE course for QA in CBHE, using the
Guidelines, to be launched in Africa (UNESCO-
IIEP)
• Knowledge Base for QA in ODL – Africa, Asia
and the Pacific, CIS (to be extended to LAC and
Arab States)
• On-Line Course for Credential Evaluation –
Mediterranean Convention
19. NEXT STEPS
• Info-Tool: Create a portal of accredited
HEIs and programmes to be hosted by
UNESCO: pilot project 2006
• 3rd Global Forum on QA focusing on
Learners (October 2006)
• UNESCO/OECD Conference 2007?
20. A WAY FORWARD?
UNESCO 2005 GC Decision: how have the
Guidelines been used
• Do HEIs and Associations find them
relevant?
• How can they be applied and used?
• Should they be improved and adapted?
• Are there regional specificities that should
be reflected?
