1 the unesco/oecd guidelines on quality provision in cross-border higher education: the reasons of...
TRANSCRIPT
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The UNESCO/OECD Guidelines on Quality Provision in Cross-Border Higher Education: the reasons of their development and their main
consequences
Alexandria 14-16 November 2005
Bernard HugonnierOECD Deputy Director for Education
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The Seven wonders
1. Les pyramides2. Les jardins suspendus de Babylone3. La statue de Zeus à Olympie4. Le temple d’Artémis à Éphèse5. Le mausolée de Halicarnasse6. Le colosse de Rhodes7. Le phare d’Alexandrie8. La bibliothèque Alexandrina9. The UNESCO/OECD Guidelines
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Next steps
1. Analytical work
2. Dissemination
3. Implementation
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Trade and international co-operation
Consumer protection
CompetitionDevelopment
1. Learners are protected from low-quality provision and qualifications
2. High international validity and portability of qualifications prevail
3. Strong quality assurance and accreditation systems exist
4. International co-operation among national quality assurance and accreditation agencies is increased
1. Foreign provision meet the needs of the importing country (economic, social and cultural needs)
2. The risk for the stability and continuity of the education system is limited
3. Capacity building is taking place
1. Sending and receiving countries are sharing responsibilities for assuring quality of cross-border higher education
2. The brain drain risk is minimised
3. The education gap between the least developed countries and the other developing countries is mitigated
1. There exist a level playing field for HEI
2. Competition between HEI is open and fair
3. Competition between professionals is open and fair
The consequences of the Guidelines
on consumer protection are
very clear
The consequences on development
are straightforward as
well
The consequences on competition and trade need further analytical workJoint
Analytical work
between the OECD
Education and
Competition Committees
Co-operation between UNESCO, WTO and
OECD
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Dissemination
Brochures Web sites House magazines (e.g. OECD Observer) Policy Briefs Conferences (e.g. 3rd UNESCO Global Forum
on QA focusing on Learners, October 2006) Media Co-ordination with stakeholders
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Implementation Presentation of an action plan to the OECD
Education Committee (March 2006) Action plan
Spring 2006: Creation of national co-ordinators Summer 2006: Meeting at national level of
associations of main stakeholders (2006) who could either:
– Aknowledge the Guidelines– Validate the underpinning principles and the objectives of
the Guidelines– Agree to take action (dissemination & implementation)
Summer 2007: second meeting at national level of stakeholders
Autumn 2007: OECD meeting with national co-ordinators
Autumn 2007: UNESCO/OECD conference in preparation to a progress report from the Unesco DG to the 34th General Conference
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Implementation
Information tool Objective: creation of a portal of accredited HEIs and
programmes to be hosted by UNESCO 2006: pilot project
Capacity building 2006: UNESCO and World Bank to assess the
capacity building needs and develop an action plan. 2006-2007: implementation Autumn 2007: progress report by the DG to the 34th
UNSECO General Conference
