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The Regional Convention on theRecognition of Studies, Diplomasand Degrees in Higher Educationin Asia and the Pacific

Seventh Session of the Regional Committee

In conjunction with the

Seminar on the Assessment of OverseasAcademic Qualifications

Perth, Australia, 18-19 March 2003

FINAL REPORT

UNESCO Asia and Pacific Commonwealth DepartmentRegional Bureau for Education, of Education, Science andBangkok Training, Australia


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Commonwealth of Australia 2003

ISBN 1877032 58 1

DEST No. 7052.INTR 03A

This work is copyright. It may be reproduced in whole or in part for study ortraining purposes subject to the inclusion of an acknowledgment of thesource and no commercial usage or sale. Reproduction for purposes otherthan those indicated above, requires the prior written permission from theCommonwealth available from the Department of Communications,Information Technology and the Arts. Requests and inquiries concerningreproduction and rights should be addressed to Commonwealth CopyrightAdministration, GPO Box 2154, Canberra ACT 2601 or [email protected].


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CONTENTS

7thSession of the Regional Committee for the RegionalConvention on the Recognition of Studies, Diplomas and

Degrees in Higher Education in Asia and the Pacific

1. Introduction.............................................................................12. Official Opening and Greeting ................................................1

2.1 Opening of the meeting........................................................12.2 Congratulatory Message by UNESCO representative .........22.3 Global Trends in Quality Assurance, Accreditation and the

recognitions of qualifications and the role of regionalconventions under the auspices of UNESCO ......................3

3. Election of Officers .................................................................3

4. Presentation of Country Reports ............................................35. Secretariat Report: Review of Progress in the Ratification and

Implementation of the Regional Convention ..........................76. Briefing on the Development of Higher Education Quality

Indicators................................................................................97. Dialogue on General Issues faced in the Exchange of

Students among Countries in the Region...............................98. Discussion of the Diploma Supplement................................129. The Development of an Electronic Network of Assessors

APARNET ............................................................................12

10.

Decisions and Recommendations........................................13

Annex 1: Agenda..............................................................................19Annex 2: Schedule ...........................................................................21Annex 3: Greeting and Welcoming Remarks by the Chair and Host

Nation Representative.......................................................23Annex 4: Congratulatory Note by UNESCO representative.............27Annex 5: Report of the Secretariat Progress in Implementation of

Recommendations of the Sixth Session of the RegionalCommittee for the Regional Convention of Studies,Diplomas and Degrees in Higher Education in Asia and the

Pacific................................................................................29

Annex 6: Country Reports................................................................35Australia..................................................................................35 Peoples Republic of China ....................................................45 Holy See .................................................................................53 India........................................................................................60 Republic of Korea ...................................................................73 Lao Peoples Democratic Republic.........................................81 Republic of Maldives ..............................................................87 Mongolia .................................................................................91 Nepal ......................................................................................98 Sri Lanka ..............................................................................103


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Seminar on the Assessment of Overseas AcademicQualifications

1. Introduction ................................................................................113

2. Welcome to Delegates...............................................................1133. Presentation of Country Papers on Assessment .......................113Australia.................................................................................114Lao Peoples Democratic Republic........................................115

4. Discussion of Assessment Methodologies.................................1185. APARNET ..................................................................................1186. Assessing distance and online qualifications.............................120 Malaysia .............................................................................120 India....................................................................................120

7. Consideration of the Diploma Supplement.................................121

8. Resolutions ................................................................................1229. Close..........................................................................................124

Annex A: Agenda ...........................................................................127Annex B: Schedule.........................................................................129Annex C: Comparative assessment methodologies

Country papers...........................................................131 Australia................................................................................131 Peoples Republic of China ..................................................135 India......................................................................................136 Lao Peoples Democratic Republic.......................................139

Malaysia ...............................................................................140

Mongolia ...............................................................................143 Nepal ....................................................................................144 New Zealand ........................................................................145 The Philippines .....................................................................149 Samoa ..................................................................................157 Sri Lanka ..............................................................................158

List of Participants.......................................................................161


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Report of the

Seventh Session of theRegional Convention Committee

held in conjunction with the

Seminar on the Assessment ofOverseas Academic Qualifications

18-19 March 2003, Perth, Australia


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1. Introduction

The Seventh Session of the Regional Committee for the RegionalConvention on the Recognition of Studies, Diplomas and Degrees in

Higher Education in Asia and the Pacific was held in conjunction withthe Seminar on the Assessment of Overseas AcademicQualifications in Perth, Australia on 18 and 19 March 2003.

The Regional Committee meeting and Qualifications AssessmentSeminar were jointly organised by the UNESCO Asia and the PacificRegional Bureau for Education as the Secretariat to the RegionalCommittee and Educational Standards Branch, AEI Group,Department of Education, Science and Training, Australia.

The major objectives of the Seventh Session of the RegionalCommittee were:

1. To examine the periodic reports on the progress madeand the obstacles encountered by the Member States inthe application of the Regional Convention since the SixthSession of the Regional Committee meeting held inNovember 2000 in Bangkok, Thailand; and

2. To facilitate dialogue between state parties and partners

to address new challenges and issues faced in therecognition of qualifications in the region and recommendnew strategies and measures to implement the RegionalConvention.

2. Official Opening and Greeting

2.1 Opening of the meetingAs the Chair of the UNESCO Asia-Pacific Regional Convention

Committee, Ms Rhonda Henry (Department of Education, Scienceand Training (DEST), Australia) welcomed all delegates andobservers to Australia and to the Seventh Session of the RegionalCommittee.

In her welcome address, Ms Henry thanked Mr Wang and Mr Kim ofthe UNESCO Asia and the Pacific Regional Bureau for Education fortheir cooperation in the organisation of the meeting. Ms Henryidentified that the objectives of the Seventh Session were to reviewprogress in implementation of the Regional Convention and give

consideration to ways in which its objectives could be achieved.


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Session of the Regional Convention Committee

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Ms Henry noted that there are now seventeen State Parties to theConvention, which will be 20 years old this year. On considering theage of the Convention, she indicated that it was timely to review andset out a specific program of activities for improving the recognition

of qualifications in our region. She identified two priority issues: the exchange of information about qualifications

through an electronic network for assessors, and the provision of useful information regarding

qualifications presented for assessment through theuse of a Diploma Supplement.

Ms Henry acknowledged the importance to our region of the accessto higher education for students of other countries, the developmentof consistent criteria for assessing overseas qualifications, a

dynamic approach to facilitating further student and teacherexchange, the recognition of prior learning and partial studies andthe establishment of improved record keeping as it relates toqualifications recognition.

Ms Henry concluded by welcoming the input of ideas and commentsby all participants over the two days and by encouraging all States,both Member and Observer, to adopt an active and cooperativeapproach to the challenges posed to the achievement of practicaloutcomes. She said that such an approach would better place

participants, both in the short and longer term, to meet ourobligations under the Regional Convention and implement itsprovisions.

2.2 Congratulatory Message by UNESCO representativeOn behalf of Dr Sheldon Schaeffer (Director, UNESCO Asia and thePacific Regional Bureau for Education) who expressed his regret atbeing unable to attend the meeting, Mr Wang (Secretary, RegionalConvention Committee, UNESCO Asia and the Pacific RegionalBureau for Education) welcomed all participants to the Seventh

Session of the Regional Committee. He expressed his thanks toAustralia for hosting the meeting and to all delegates for theirattendance, presentation of country reports and participation.

Mr Wang stressed the importance of qualifications recognitionamong state parties to the Convention in todays rapidly changingenvironment, where countries are experiencing globalization ofeconomies, debates regarding quality versus quantity, the rapidgrowth of the knowledge society and increasingly mobile labourforces.


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Presentation of Country Reports

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These pressures make it ever more important for States of ourregion to work together to facilitate mobility and to demonstratesolidarity in the exchange of information and the promotion of bestassessment practice with regard to qualifications recognition in Asia

and the Pacific.

2.3 Global Trends in Quality Assurance, Accreditation and therecognitions of qualifications and the role of regionalconventions under the auspices of UNESCOMr Wang indicated that Ms Stamenka Uvalic-Trumbic (Chief,

Access, Mobility and Quality Assurance Section, Higher EducationDivision, UNESCO HQ) sent her apologies as she was unfortunatelyunable to attend the meeting, but that a copy of her paper was in thehandouts.

3. Election of Officers

Nominations for all positions were called by Ms Henry. One set ofnominations, proposed by Professor Tillekeratne of Sri Lanka, wasas follows:

Chair: Dr Qifeng Zhou, Peoples Republic of China;First Vice Chair: Dr Hyun-Chong Lee, Republic of Korea;

Second Vice Chair: Dr Antony Stella, India; andRapporteur: Ms Rhonda Henry, Australia.

The meeting subsequently elected these members unopposed andcongratulated all new office bearers on their election. Dr Zhouassumed the chair.

4. Presentation of Country Reports

The nine participating countries were invited to present their countryreports. Full reports are attached to the meeting record. Thefollowing is a synopsis from each countrys paper of theirassessment methodology and issues raised for consideration by theSeventh Session of the Committee:

Australia presented by Ms Rhonda HenryThe Australian Government has no official or legally binding processfor the recognition of the overseas qualifications of Australianpermanent residents and citizens. The Government does not

mandate standards, but rather facilitates a national focus for


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qualifications assessment through AEI NOOSR, Australias NationalInformation Centre, which:

promotes recognition that is fair, equitable, accessible andtransparent, and

publishes Country Education Profiles, which describeoverseas education systems and guidelines for assessment.

Australia is also party to multilateral and bilateral agreements on therecognition of higher education qualifications which are designed tofacilitate international cooperation and mobility.

Australia considers that: there are four significant issues in being able to take our

Regional Convention forward, including differences in: school

education, length, structure and specialization of programs ofstudy; the practice of occupations and professions for whichqualifications prepare graduates; and differing assessmentmethodologies in countries of the region; and

qualifications recognition is a complex activity which would begreatly assisted through initiatives such as the sharing ofinformation via an electronic assessors network and the useof Diploma Supplements.

Peoples Republic of China presented by Dr Qifeng Zhou

China is actively pursuing greater international exchange andcooperation in education. The Education Law of the PeoplesRepublic of China and the Higher Education Law of the PeoplesRepublic of China provide the legal basis for such educationalexchange and cooperation. Since 1988, China has signed fifteenbilateral recognition agreements and a further three are undernegotiation. Recognition activities are carried out by the ServiceCenter of Study Abroad of China (SCSAC) and the NationalDevelopment Center for Degrees and Postgraduate Education ofChina (NDCDPEC), under the authority of the Office of Academic

Degrees Committee of the State Council (ADCSC).

Over the past two decades China has sent over 580,000 students tostudy in 103 countries and has enrolled almost 456,000 internationalstudents from 170 countries in its higher education institutions. Chinasupports bilateral agreements and cooperation to strengthenrecognition activities.

The Holy See presented by Monsignor Francesci CanaliniGiven the transnational nature of higher education inherent in thesystem of the Holy See there are established requirements forgraduates seeking recognition of academic degrees. This usually


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occurs under bilateral treaties which accord both ecclesiastical andcivil recognition. The Office of Authentication of the Congregation forCatholic Education also validates degree documents. This assistssubstantially in obtaining civil recognition for degrees conferred by

the Holy See.

The Holy See is party to four UNESCO Regional Conventions in thefield of Higher Education. Mgr Canalini stated the Holy See'shistorical commitment to the promotion of Higher Education and itsinterest in shared recognition of diplomas and degrees. He raised asan issue for consideration the requirement that the personalinteraction in the gaining of higher education remains paramount andrecommended that the Seventh Session of the Regional Committeegive special regard to the impact of globalization, including the

characteristics of each nation and the new providers of education: e-education and virtual universities.

India presented by Dr Antony StellaQualifications recognition within India is developing and members ofthe Association of Indian Universities (AIU) now recognise eachothers awards. However, difficulties remain in the recognition ofcredit for students wishing to transfer to a different institution mid-course. India is keen to extend mutual recognition of qualificationsinternationally and in addition to the Regional Convention, Indian

organisations such as the National Assessment and AccreditationCouncil (NAAC) and the AIU are engaging with organisationsoverseas to explore mutual recognition arrangements.

Dr Stella stated that a strategy to ensure countries have confidencein one anothers systems would facilitate the recognition ofqualifications and suggested that three major elements should bepresent in each country:

a consistent framework that reflects the national system ofhigher education;

appropriate mechanisms to assure the quality of educationalprovisions; and a confidence building partnership between nodal agencies.

Lao Peoples Democratic Republic presented by DrPhonephet Boupha

In the Lao Peoples Democratic Republic, the authority to recognizeacademic degrees lies with the Ministry of Education. Recognition ofqualifications is based on the education system and program ofstudy of the originating country. Also taken into consideration are theissues of equitable access, quality, relevance, and the administrationand management of higher education in Lao PDR. The recognition of


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degrees is seen to be the main issue relating to student mobility andstudent and staff exchange.Suggested issues for discussion at the Seventh Session of theRegional Committee included the sharing of best practice on the

mutual recognition of studies in higher education; a list of approveduniversities and other educational institutions in each country; andthe obligation of newly ratified countries to ensure there is a clearpolicy dialogue with their Ministry regarding Convention obligations.

The Republic of Maldives presented by Dr MahamoodhShougee

Overseas qualifications assessments are conducted by the MaldivesAccreditation Board (MAB), which was established under theMinistry of Education in 2000. In order to gain validation,

qualifications must be issued by an institution that is recognised andregistered in the institutions home country. The entry requirementsand academic load of the overseas qualification must also becomparable to that of the relevant qualification within the MaldivesNational Qualifications Framework. The MAB is developing adatabase of information on overseas institutions where Maldivianstudents study and obtain degrees.

Issues raised by the Maldives to be discussed at the SeventhSession of the Regional Committee included the need for an Asia

Pacific internet portal with information on institutions andqualifications to assist the assessment process and regional trainingfor assessors. The Maldives also raised the difficulty of assessingtransnational and online education qualifications as an issue fordiscussion.

Mongolia presented by Mr Munkhbaatar BegzjavThe Mongolian Ministry of Science, Technology, Education andCulture (MOSTEC) is the main body dealing with recognition issues,although there is no legislative provision for this. In addition to the

Regional Convention, Mongolia has also established bilateralagreements with Cuba and China and negotiations are underwaywith the Russian Federation, the Ukraine, Bulgaria andCzechoslovakia.

Nepal presented by Mr Rameswor ShresthaThere is no central agency for dealing with qualifications recognitionissues, although the Curriculum Development Centre of TribhuwanUniversity is acknowledged as the main authority in this area.Bilateral and multilateral agreements are initiated and established atthe university level, with the Ministry of Education and Sportsassisting where requested.


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Mr Shrestha stated that with increasing mobility due to globalisation,recognition issues were becoming more prominent. He suggestedthat each country should have an organisation to deal withrecognition issues and agreements.

Republic of Korea presented by Dr Hyun-Chong LeeThe ROK is implementing a number of strategies to deal with theglobalisation of education and to facilitate the internationalization ofKorean higher education. The ROK has established a number ofbilateral cultural agreements including educational exchangeagreements, and participates in the UMAP program of credit pointexchange. Reforms are underway to bring about a cultural shift tomake universities and their students more internationalized andinternationally competitive.

Dr Lee raised the issues of transnational provision of highereducation, impediments to student exchange and the need todevelop tools for recognition such as a credit bank system.

Sri Lanka presented by Professor K TillekeratneThe University Grants Commission established the Committee onQuality Assurance, which is conducting a Quality Assurance projectin Sri Lankan universities. Part of this project involves thedevelopment of a Sri Lankan Qualifications Framework (SLQF) and

Qualification Descriptors.

Professor Tillekeratne raised concerns about the ability to meetincreasing demand for higher education without compromising inquality. While this could be alleviated by the adoption of dual modedelivery and/or the franchising of courses prepared by otheruniversities, he indicated that Sri Lanka was uneasy at the likelihoodthat transnational providers would gain concessions at the nextround of negotiations on the General Agreement on Trade andServices (GATS). He also proposed that the Seventh Session adopt

a resolution calling for the establishment of an internationalregulatory body to examine and monitor the credentials oftransnational providers.

5. Secretariat Report: Review of Progress in theRatification and Implementation of the RegionalConvention

Mr Wang reported on the changing environment and emphasised the

urgent need for action to facilitate mobility and qualifications


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recognition in the region. He highlighted an increase in the focus onhigher education, including numbers of new and foreign providers,expansion of delivery modes such as distance, online ande-learning, and the regionalization of economies, free trade zones

and resultant mobility of the professional workforce.

He warmly welcomed a new Member State, the Lao PeoplesDemocratic Republic, which ratified the Regional Convention inJanuary 2003. He also acknowledged the significant progress madeby the Philippines towards ratification.

Mr Wang reported on the progress made by the Secretariat againstthe Recommendations from the Sixth Session of the RegionalCommittee. The implementation of the UNESCO higher education

program across the Asia-Pacific region has included both the Sixthand Seventh Sessions of the Regional Committee, an InternationalSeminar on Mutual Recognition of Qualifications: Practices,Challenges and Prospects in University Mobility, January 2001,Tokyo; the promotion of quality assurance and university mobilitythroughout the region through the first Regional Workshop on QualityIndicators in Higher Education, August 2002, Bangalore; andprojects within designed element of the transfer and mutualrecognition of credits with 3 pilot projects and the formation of theGlobal Network of University Innovation Asia and the Pacific.

Actions taken by the UNESCO Asia and the Pacific Regional Bureaufor Education include:

the development of the Higher Education Section of theUNESCO Bangkok website which provides information onnational information centres from 30 countries in the region;

online presentation of the Handbook on Higher EducationDiplomas in Asia and the Pacific, and progress towards thepublication of the second edition which is expected by theend of 2003;

provision of financial support for participation in the ASEANUniversity Network; participation in the UMAP meeting in Bangkok, March 2003;

and the collaboration in the organization of the Central Asia Forum

on Higher Education in Transition, Kazakhstan, September2002 and June 2003.


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Quality Indicators; Student Exchange

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6. Briefing on the Development of Higher EducationQuality Indicators

A report on the outcomes of the Expert Group Meeting on Indicatorsof Quality and Facilitating Academic Mobility through Quality

Assurance Agencies in the Asia-Pacific Region, held in Bangalore,India, August 2002, was presented by Dr Antony Stella.

Dr Stella identified that the drivers for such a meeting include theneed to develop comparative and statistical data on regional qualityassurance in higher education to further:

the understanding of trends in higher education in the region; policy development; academic mobility; and improvements in education systems across the region.

The major issues identified include the differing national contexts, alag in quality in some countries, variation in the orientation of qualityagencies and the absence of an internationally agreed thresholdstandard for quality.

The meeting resulted in a detailed set of recommendations to betaken forward at the national, regional and agency levels to furtherthe goal of identification of common standards and indicators of

quality for both Higher Education institutions and Quality AssuranceAgencies.

7. Dialogue on General Issues faced in the Exchange ofStudents among Countries in the Region

Ms Henry introduced the session and said that issues pertinent tothis agenda item had been identified in many of the country reports.She then went on to suggest that an open dialogue might best allow

for the issues to be raised and discussed.

Mr Wang opened the discussion with a comment on the need foropen dialogue between Member States of the Convention and theneed to identify fundamental issues at the regional level so as totake the Convention forward strategically.

Dr Lee of the Republic of Korea spoke of the paradigm shift whichthe region is experiencing through the transnational provision ofhigher education. Student exchange is now a standard element of

higher education. The influence of the knowledge society, the media,


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and bilateral and multilateral agreements has led to a range ofinternational organisations (UMAP, UNESCO, INQAAHE) focusingon issues of student, teacher and professional mobility, recognition,credit transfer and the quality assurance required to underpin mobile

learning.

Dr Lee raised the question of student exchanges. He listed some ofthe related practical impediments including difficulties in obtainingvisas, language requirements, lack of information regarding thedifferent education systems and the need for quality assurance. Tofacilitate recognition between both sending and receiving countries,issues specific to assessment that must be addressed include howto:

recognise different types of programs, curriculum and credit

structure; minimise gaps in the levels of infrastructure, resources and

funding between countries and institutions, for example gapsin the average cost per student and in the cost of coursesand institutions; and

recognise qualifications for professional practice.

Emphasising that education contributes to the economy and theestablishment of international friendships and partnerships, Dr Leeidentified the need to develop tools for recognition such as a credit

bank system, the need to work within existing contractualarrangements, and the overriding need to find a win-win solution tominimise gaps between student sending and student receivingcountries.

Dr Shougee of the Maldives commented on the need to useparameters such as assessment criteria in the recognition ofqualifications. Acceptance of such criteria ultimately depends on thelevel of confidence placed in the overseas institutions and qualityassurance agencies (QAAs). Just as there has been strong growth in

private and public higher education institutions, there has been amushrooming in the number of QAAS. This raises the issue of theimportance of the autonomy and relative credibility of QAAs.

Dr Boupha of Lao PDR identified that recognition of overseasqualifications is currently not an issue in Lao PDR. However, this isnot reciprocated in some receiving countries such as Singapore,

Australia and Japan. Dr Boupha also commented that it may beuseful to draw from the experience of the Recognition Conventionsof other regions.


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Rev. Tauer of the Holy See raised the question of why the UMAPsystem could not apply to recognition of completed degrees.

Ms Henry of Australia thanked the meeting for the contributions andoffered as the newly-elected Rappoteur to compile a comprehensive,categorised list of the issues which had been raised. The aim of suchan approach is to clarify the issues facing the region. This list ofissues facing the region is to be circulated to all member states forclarification, input and further discussion.

8. Discussion of the Diploma Supplement

Ms Henry made brief mention of the Diploma Supplement, itssuccessful application in European countries under the LisbonRecognition Convention and the pilot project currently beingundertaken in Australia. The Diploma Supplement makesqualifications more internationally transparent by providingdescriptions of the studies undertaken to achieve the qualification,the awarding institution and the higher education system of thecountry concerned. She noted that a detailed presentation anddiscussion would take place at the Qualifications AssessmentSeminar on the following day.

9. The Development of an Electronic Network ofAssessors APARNET

In fulfillment of the recommendation of the Sixth Session of theRegional Committee, an electronic network of national informationcentres in the region has been established. Through Australiasassistance, the Asia-Pacific Academic Recognition Network(APARNET) website and e-discussion list is now functional at

www.aparnet.org. Computers were provided for delegates to explorethe APARNET.

Ms Henry noted that a detailed presentation regarding theAPARNET and consideration of future hosting arrangements wouldbe discussed at the Qualifications Assessment Seminar the followingday.


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Decisions and Recommendations

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10. Decisions and Recommendations

Following comprehensive discussion, the Committee unanimouslyadopted the following decisions and recommendations:

1. Recognising the commitment to the Regional Convention on theRecognition of Studies, Diplomas and Degrees in HigherEducation in Asia and the Pacific demonstrated by MemberStates and the need to promote the ideals and potential of theConvention at all levels, appreciating the interest expressed byobserver States in the Regional Convention, the Member Statesinvite observer States to strongly consider signing and ratifyingthe Regional Convention.

2. Requests all Member States to work continuously to influencethose who have yet to adopt the Regional Convention and itsprinciples.

3. Recognising the commitment to the Regional Convention on theRecognition of Studies, Diplomas and Degrees in HigherEducation in Asia and the Pacific demonstrated by MemberStates and the need to promote the ideals and potential of theConvention at all levels, appreciating the interest expressed byobserver States in the Regional Convention, the Member States

invite observer States to strongly consider signing and ratifyingthe Regional Convention.

4. Requests all Member States to work continuously to influencethose who have yet to adopt the Regional Convention and itssprinciples.

5. Requests UNESCO Asia and the Pacific Regional Bureau forEducation as the Committee Secretariat to work closely withMembers States to encourage the interest of non-signatory

States to ratify and implement the Regional Convention.

6. Taking cognizance of the remarkable impact the RegionalConvention has had on higher education in the region and theeffort made by the Committee Secretariat in its implementation,requests the Secretariat to publish this report and circulate it toall Member States and those which have not yet signed andratified this regional convention in particular.

7. Requests UNESCO HQ to brief UNESCO regional MemberStates delegates on the outcomes of the Seventh Session of


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the Regional Committee.

8. Appreciates and endorses the efforts of UNESCO Asia and thePacific Regional Bureau for Education to further the interests of

the Regional Convention and its member states through actionstaken, including:

the International Seminar on Mutual Recognition ofQualifications: Practices, Challenges and Prospects inUniversity Mobility, 28 January to 8 February 2001,Tokyo, Japan.

theRegional Workshop on Quality Indicators inHigher Education, 7-9 August 2002, Bangalore, India.

two new pilot projects with elements of transfer andmutual recognition of credits aiming at the

establishment of a Greater Mekong Sub-region VirtualUniversity in future and the Global Network ofUniversity Innovation Asia and the Pacific.

establishment of the Higher Education section on theUNESCO Bangkok website to act as a clearing housefor recognition in the region.

updating the Handbook on Higher EducationDiplomas in Asia and the Pacific and making itavailable online.

9. Requests that Member States draw to the attention of theirpolicy makers the need to take into account the immediacy ofthe qualifications recognition agenda and the urgent challengesimposed by the impact of globalisation and pursuit of free tradeagendas in countries of our region.

10. Recognising the need to progress and expand an active agendatowards recognition of qualifications and taking into account thecurrent initiatives of our region in the provision of transnationaleducation, requests agreement to hold assessment seminars in

conjunction with all future Regional Convention meetings.

11. Notes the efforts of INQAAHE in developing a quality indicatorframework for Quality Assurance agencies in the region andnotes the on-going development of this initiative.

12. Recognising that countries have raised issues facing the broadregion regarding student exchange, the Rapporteur will compilea list of issues for circulation among State Parties to theRegional Convention for their clarification and input.


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13. Recognising the increasing student mobility globally and in theregion, endorses the concept of a Diploma Supplement as oneof the tools to make qualifications more transparent and supportstudent mobility. Delegates who are participating in this initiative

will be asked to report on progress at the next RegionalConvention Committee meeting.

14. Building on the initiatives of previous meetings, requests thatMember States adopt the use of and provide future support toan electronic network for the exchange of information, to beknown as APARNET (Asia Pacific Academic RecognitionNetwork).

15. Appreciates the efforts of the Department of Education, Science

and Training, Australia in hosting and co-organising theSeventh Session of the Regional Committee with UNESCO

Asia and the Pacific Regional Bureau for Education and inhosting the Seminar on the Assessment of Overseas AcademicQualifications.

16. Appreciates the proposal made by the Office of the AcademicDegrees Committee of the State Council (ADCSC), PeoplesRepublic of China to host the next session of the RegionalCommittee for the Regional Convention in 2005.

17. Urges UNESCO Asia and the Pacific Regional Bureau forEducation to work together with ADCSC, China, to hold theabove cited session.

11. Close

The meeting closed following concluding remarks from Dr Zhou,Mr Wang and Ms Henry.


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Annexes

Seventh Session of theRegional Convention Committee


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Annex 1: Agenda

1 Opening of the Meeting1.1 Greeting and Welcoming Remarks by the Chair and Host

Nation Representative1.2 Congratulatory Note by UNESCO representative1.3 Group photograph taken

2 Election of the Bureau Members

3 Approval of the Agenda

4 Presentation of Country Reports

5 Review of Progress in the Ratification and Implementationof the Regional Convention

6 Briefing on the development of higher education qualityindicators

7 Dialogue on general issues faced in the exchange ofstudents among countries in the region, concerningassessment and recognition of overseas academic

qualifications

8 Discussion of the diploma supplement

9 The development of an electronic network of assessors Asia Pacific Academic Recognition Network (APARNET)

10 Adoption of the Report of the Regional Committee meetingand strategies & recommendations for promotion of theratification and implementation of the Regional Convention


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Annex 2: Schedule

Tuesday, 18 March 2003 Regional Committee Meeting

TimeAgenda

ItemNumber

Agenda Item

09.00-09.20 1 Opening of the Meeting (chaired by Ms Rhonda Henry)1.1 - Greeting and Welcoming Remarks by Ms Rhonda

Henry1.2 - Congratulatory Note by Mr Wang Yibing

09.20-09.30 1.3 - Group photograph taken09.30-09.45 2 Election of the Bureau Members (Chaired by Ms Rhonda

Henry)09.45-10.00 3 Approval of the Agenda (Chaired by Dr Qifeng Zhou)10.00-10.15 Morning tea break10.15-12.45 4 Presentation of Country Reports (Reported by a

representative of each Member country)12.45-13.45 Lunch13.45-14.15 5 Review of Progress in the Ratification and Implementation

of the Regional Convention (Reported by Mr Wang Yibing)14.15-14.45 6 Briefing on the development of higher education quality

indicators (Reported by Dr Antony Stella)14.45-15.30 7 Dialogue on general issues faced in the exchange of

students among countries in the region, concerningassessment and recognition of overseas academicqualifications (Chaired by Dr Qifeng Zhou)

15.30-15.32 8 Discussion of the diploma supplement (Reported by MsRhonda Henry)

15.33-15.35 9 The development of an electronic network of assessors Asia Pacific Academic Recognition Network (APARNET)(Reported by Ms Rhonda Henry)

15.35-16.00 Afternoon tea break16.00-17.00 10 Adoption of the Report of the Regional Committee

meeting and strategies & recommendations for promotionof the ratification and implementation of the RegionalConvention

17.00-17.30 11 Closing of the Seventh Session of the RegionalConvention Committee meeting

19.30-20.00 Pre-dinner drinks20.00 Dinner


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Annex 3: Greeting and Welcoming Remarks by the Chairand Host Nation Representative

As the present Chair of the UNESCO Asia-Pacific RegionalConvention Committee, I would like to welcome all delegates to

Australia and to Perth for this meeting.

Australia is pleased to host the Convention and to have organised itin cooperation with our friends and colleagues from UNESCOPROAP in Bangkok. We are also pleased to be hosting theassessment seminar tomorrow, at which we are hoping to shareinformation about assessment procedures with all the delegates whoare attending.

We hope that the assessment seminar will be the first in a number ofmeetings at which we can have more a more intensive exchange ofideas about how we actually go about assessing qualifications in ourregion.

We are of course here today to review our progress in implementingthe Regional Convention and to consider ways in which we canmake further progress in achieving its objectives.

The Regional Convention on the Recognition of Studies, Diplomasand Degrees in Higher Education in Asia and the Pacific (theRegional Convention, for short) was adopted at Bangkok on the 16thof December 1983.

It was ratified by the Peoples Republic of China in 1984 and then byAustralia in 1985. It entered into force on 23 October 1985, onemonth after it was ratified by Australia.

There are now sixteen States Parties to the Convention: Azerbaijan,

Australia, China, the Holy See, Kazakhstan, Kyrgyzstan, theMaldives, Mongolia, Nepal, the People's Democratic Republic ofKorea, the Republic of Korea, the Russian Federation, Sri Lanka,Tajikistan, Turkey and Turkmenistan.

The Convention will be 20 years old in December, and in some waysit is showing its age. I will explain in a moment why I think that is thecase.


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But first I would like to look briefly at the main provisions of theRegional Convention, to remind us all about what exactly it commitsus to.

Article 2 of the Convention states that

The Contracting States intend to contribute through their jointaction to the promotion of the active cooperation of all the nationsof the Asia and the Pacific region in the cause of peace andinternational understanding and to the development of moreeffective collaboration with other Member States of UNESCOwith regard to a more comprehensive use of their educational,technological and scientific potential.

It then goes on to be much more specific. It gives a long list ofobjectives to which the Contracting States commit themselves,including:

making their higher educational institutions as widely accessibleas possible to students or researchers from other ContractingStates;

recognizing the studies, certificates, diplomas and degrees ofstudents and researchers from other Contracting States;

using terminology and evaluation criteria that are as similar aspossible to each other, to make it easier to ensure thecomparability of qualifications;

adopting a dynamic approach to admission to further study,bearing in mind both the students qualifications acquired afterformal study, and any other less formally acquired learning whichthey may have;

adopting flexible criteria for the evaluation of partial studies,based on the educational level reached and on the content of thecourses taken; and

establishing and improving the system for the exchange ofinformation regarding the recognition of studies, certificates,diplomas and degrees.

Finally, the Contracting States agree to do three more things:


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We need to have better communications between the people whoactually assess qualifications in each country. This is why we thinkthat the setting up of an electronic network for assessors is soimportant.

Such a network will allow assessors to exchange informationabout qualifications much more quickly and easily than theydo at present, and should have an archive to form apermanent point of reference for the future.

It will also allow them to exchange information about theirassessment methods and problems and seek the advice ofother assessors.

Secondly, we need to improve qualifications documents to makethem more helpful. We believe this can best be done by developingthe Diploma Supplement in our region.

If the Diploma Supplement is widely adopted in the Asia-Pacific our region it will make the task of assessingqualifications much easier and quicker, and it will alsocontribute very substantially to the mobility which theConvention seeks to promote.

I am sure that some of you have come along with other ideas tocontribute to our discussions over the next two days. I am lookingforward to a fruitful exchange of ideas over the next two days.


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Annex 4: Congratulatory Note by UNESCO representative

Distinguished participants,Ladies and Gentlemen,

It is my great pleasure to welcome all of you to the 7thsession of theregional committee for the Regional Convention on the Recognitionof Studies, Diplomas and Degrees in Higher Education in Asia andthe Pacific.

Allow me, first of all, to express my sincere thanks to Ms RhondaHenry, Branch Manager of the Education Standards Branch, theDepartment of Education, Science and Training, who is currently theChair of the Regional Committee, as well as to the dedicated staff of

the National Office of Overseas Skills Recognition, Australia, forhosting this committee meeting in conjunction with the qualificationsassessment seminar and for bringing all the participants together inthis pleasant place in Australia. It is, in fact, the first meeting ever inthe Pacific since the first session of the regional committeeconvened in Bangkok on 1990.

My thanks also go to the distinguished participants for theircontribution of reports and presentations to ensure the success ofthis session.

This session is organized at a time when the implementation of theregional convention is facing a rapidly changing environment. Thisincludes the accelerating pace of the globalization of economies, theserious impact of the new round on WTO talks on higher educationas a service, the quantity and quality dilemma, the increasingpressure for more and better higher education as a key strategy toface the rapidly growing information and knowledge society, theincreasing role of ICT as a driving force in development and itsimpact on higher education, and the growing importance of the

mutual recognition of qualifications between Member States in a newatmosphere of more exchange programmes and an increasing flowof labour across borders.

Nations in this region have been undergoing rapid changes andenormous challenges in higher education requiring more harmonizedefforts and collaboration between Member States. In a globalizedworld no single nation faces such changes and challenges withoutstrong collaboration and partnerships. The issue of mutualrecognition is increasingly requiring strong collaborative efforts byand participation of Member States in this world of change anddiversity.


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Slow but steady, the Asia and Pacific region has been building aregion-wide partnership and solidarity to face such challenges. As anexample, let us look at the regional convention on mutual recognitionof qualifications. Since the establishment of the convention in 1983

with the signatures of representatives from 33 countries, theconvention has been steadily expanding its signatories with theratification by 19 nations to date. The latest achievement wasmarked by Lao PDR, which joined the convention only on 2 February2003. The Philippines is also in the progress toward its ratification.

May I take advantage of this opportunity to brief you on the secondsession of the WCHE regional follow-up committee, organized inBangkok in February 2003. The regional follow-up committee was toprepare regional inputs to the international WCHE follow-up, which

will take place this June in Paris the so-called WCHE + 5. Themajor objective of the WCHE + 5 is not just to summarizeexperiences and lessons learned and exchange information on bestpractices, but also to formulate new strategies for the implementationof the Declaration and Framework for Priority Action of the WCHEand promote closer collaboration between Member States to facethe newly arising challenges in higher education.

It is no doubt that the issue on the mutual recognition of highereducation will be dealt with as one of priority issues on the agenda of

the WCHE + 5. The outcomes of this session will definitely be acontribution from the region to the coming WCHE + 5.

I hope and believe that with an exchange of experiences and ideas,a review of progress made, an examination of the challenges ahead,and the formulation of new strategies and policies, the seventhsession of the regional committee will mark another jump in thedirection of the promotion of mobility and mutual recognition ofqualifications in higher education in Asia and the Pacific.

I wish the meeting great success.


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Annex 5: Report of the Secretariat Progress inImplementation of Recommendations of the Sixth Sessionof the Regional Committee for the Regional Convention ofStudies, Diplomas and Degrees in Higher Education inAsia and the Pacific

I. The changing environment and urgency facing mutualrecognition of qualifications in the region

1. Since the Sixth Session of the Regional Committee held 10November 2000, Bangkok, Thailand, the accelerating pace ofeconomic globalization, the arising information and knowledgesociety plus the 1998 WCHE declaration calling for a higher

education for all based on merits without discrimination on the onehand and basic education for all as an unfinished task and anabsolute top priority in majority of developing countries on the otherbring about a dilemma and challenge for majority of developingcountries in the region. Increasing number of countries has adopteda strategy in which the national budget for higher education isfocused on building group of public universities as centres ofexcellence and few into World class, while encouraging expansion ofdistance and open learning and the private sector as two wings to lethigher education take off in their national contexts.

2. New and foreign providers of higher education have beenincreasing. In China there are 657 joint programmes offered byChinese and foreign counterparts, out of which 191 are over collegelevels. Corporates such as IBM, Microsoft, Sisco, etc. have beeninvolved in offering such programmes. Kazakhstan, the Central AsiaRepublic, has jointly established with foreign counterparts thefollowing universities or university branch: the International Kazakh-Turkish University, Branch of Moscow State University andKazakhstan-British Technical University. One of the importantstrategies in the booming of private higher education in recent yearsin Malaysia has been the collaboration with foreign partners inprovision of programmes in many of the 690 private colleges. Fourbranch campuses of foreign universities have also been establishedin Malaysia.

3. ICT-driven distance and open learning (DOL) and E-learningprogrammes are other factors creating pressure and complexity formutual recognition. Besides offering of e-learning programmes fromoutside of the region, offering of on-line courses from within theregion is also growing. The Indira Gandhi National Open University

(IGNOU), India is the case in point, which offers


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academic programmes now in: UAE, Kuwait, Sultanate Oman,Doha, Mauritius, Republic of Seychelles, Maldives, Ethiopia, Liberia,Singapore, Viet Nam and Myanmar.

4. The regionalization of economies is bringing about impact as wellas some urgency for mutual recognition of qualifications in theregion. The target set by ASEAN to be a free-trade zone by 2003,the negotiation of ASEAN with China, Japan and Korea for an

ASEAN+1 and ASEAN+3 in ten years definitely will raise the issue ofmutual recognition of qualifications if the cited free-trade zonesinclude the element of free flow of labours and professionals.

The changing regional environment with all the above-cited factorsand the experience and lessons from European Union in particularrequire early and prompt action to be taken by governments as wellas university leaders, if they expect a smooth implementation of thefuture policy of free labour and professional movement as part of thefree-trade zones.

II. Actions taken by the Secretariat

Although the implementation of UNESCOs higher educationprogramme in such a vast, most populous and diversified region is aone-man show, the Secretariat of the Committee has doneeverything possible to follow the recommendations made by the

Sixth Session of the Committee held 10 November 2000, Bangkok,Thailand.

1. Action to follow the Recommendations 1 and 2

1) The report of the 6thSession of the Regional Committee held 10November 2000, Bangkok, Thailand was published anddistributed to all Member States with both hard copy and CDversions.

2) As recommended, the present 7thSession of the RegionalCommittee is now co-organized with the Department ofEducation, Training and Youth Affairs of Australia, 18-19 March2003 in Perth, Australia.

3) The International Seminar on Mutual Recognition ofQualifications: Practices, Challenges and Prospects inUniversity Mobility was organized 28 January 8 February2001 at National Institute for Educational Research (NIER),Tokyo, Japan. Four participants in charge of recognition offoreign qualifications each from France, Germany, U.K. andU.S.A. were invited for dialogue with counterparts from Asia


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and the Pacific regarding mutual recognition issues inadmission of foreign students.

4) Promotion of quality assurance and university mobility through

the Regional Convention. Considering the importance ofquality assurance and transparency and confidence building inthe quality of higher education institutions among countries ofthe region as basis for mutual recognition of qualifications, thefirst Regional Workshop on Quality Indicators in HigherEducation was organized in collaboration with the National

Accreditation and Assessment Council, Bangalore, India, 7-9August 2002. Its outcome and report will be presented at thissession.

5) Transfer and mutual recognition of credits was designed as

important element of the following two new projects:- the pilot project in 3 areas: GMS Tourism, ICT and Mekong

Studies, at a distance and on-line aiming at establishing aGreater Mekong Sub-region Virtual University in the futurestarted from a policy-maker workshop held at SukhothaiThammathirat Open University (STOU), 1-4 August 2001,Thailand, with 5 expert group meetings organized as of endof 2002;

- the Global Network of University Innovation Asia and the

Pacific (GUNI-AP) was established September 2002 with 8founding member universities from Australia, China, India,Indonesia, Korea, Japan, Malaysia and Thailand.

2. Action to follow the Recommendation 3

The Higher Education Section of the UNESCO Bangkok website[http://www.unescobkk.org/education/aceid/higher-edu/academic-mobility/NICs.htm] plays a role of clearing house for mutualrecognition in the region with the following contents:

- Information on national information centers on qualifications inhigher education from 30 countries in the region. This has beencreated as a follow-up to the recommendation of the sixthsession of the committee. The information available on thewebsite are organizational details of NICs such as title, type ofinstitution, address, telephone, fax number, organizationalstructure, personnel, functions, etc, which are informationneeded in contacting those centers that provide information onhigher education qualifications in each respective countries;


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aiming at developing common quality criterion with a purposefor future mutual recognition.

3) A lecture was given by the Secretary of the Committee and

Programme Specialist in Higher Education at the recentUMAP meeting in Bangkok, 5 March 2003 regarding theimportance, urgency and complexity of credit transfer andmutual recognition the changing environment.

4) The Central Asia Forum on Higher Education in Transitionafter ten years was organized in collaboration with UNESCO

Almaty, 13-15 September 2002, Almaty, Kazakhstan with thepurpose to promote mutual understanding and futurerecognition of credits between Central Asia Republics. TheSecond Session of the Forum will be jointly organized by

UNESCO Bangkok, Almaty and Tashkent in the coming Juneto prepare the establishment of a Central Asia Association ofUniversities, which will hopefully be instrumental for mutualtransfer of credits and recognition of qualification amongCentral Asian universities in the future.


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Annex 6: Country Reports

Australia Ms Rhonda Henry

1. Introduction

The Australian Higher Education SystemHigher education in Australia generally refers to those institutionswhich award degrees, although they may also award sub-degree levelqualifications. These institutions are principally universities that areestablished by or under Commonwealth, State or Territory legislation.

The main purposes of Australian higher education are: to enable individuals to develop their capabilities for effective

participation in the workforce, for constructive contributions tosociety and for personal growth and fulfilment;

to advance knowledge and understanding; to aid the application of knowledge and understanding to the

benefit of the economy and society; to enable individuals to adapt and learn, consistent with the

needs of an adaptable knowledge-based economy at local,

regional and national levels; and to contribute to a democratic, civilised society.

Access to higher education may be based on completion of the SeniorSecondary Certificate of Education (Year 12), with admission toundergraduate study often depending on the level and academicachievement of the year 12 award. In some cases, entry for schoolleavers may be based on additional requirements such as an interview,portfolio of work, and/or a demonstrated interest or aptitude for thestudy programme. Most institutions make provision for the admission

of mature age students, who may be admitted without the Year 12prerequisite if they meet other criteria such as relevant workexperience, an entrance examination, a demonstrated aptitude forstudy and/or completion of appropriate bridging programs.

Higher Education InstitutionsAustralian universities are generally comprehensive institutionsoffering a wide range of programmes. They vary significantly in sizeranging from the largest with around 40,000 students down to thesmallest at around 2,000 students. Most have between 10,000 and


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20,000 students. Many universities are located in the major cities butthere is a significant number located in smaller regional centres. Thelarger universities usually have a number of campuses. Mostuniversities are organised on the basis of faculties or schools but

may also have a number of specialised and/or research centres orinstitutes. Publicly funded universities obtain their income from anumber of sources: government, course fees, industry investment,bequests and commercial activity.

Universities have the authority to accredit their own programmes andare primarily responsible for their own academic standards. Thecapacity to responsibly exercise this authority is among the criteriafor recognition as a university. The National Protocols are designedto ensure that consistent criteria and standards are employed across

Australia for the recognition of new universities, the operation ofoverseas higher education institutions in Australia, and theaccreditation of higher education courses to be offered by providersthat, because they are not universities, are not self-accrediting andhave their courses accredited by the Australian States and mainlandterritories which have the responsibility for managing highereducation accreditation.

The Protocols cover: The recognition of Australian universities, including

legislative protection of the terms university anddegree; delivery arrangements involving other institutions; overseas higher education institutions seeking to

operate here; and The endorsement of courses for overseas students

There are 39 universities (including 2 private universities) and fourother self-accrediting higher education institutions. Programmes anddegrees offered by non-university institutions often have an applied

focus and are most commonly in fields such as art, business, drama,hospitality, music, religion and theology, and teacher education. Thereare also over 85 other institutions accredited by State and Territoryaccreditation authorities to offer programs leading to specific highereducation awards.

Higher Education Coordination, Accreditation and QualityAssuranceHigher education is administered at the Federal level through theDepartment of Education, Science and Training (DEST)(http://www.dest.gov.au), which has responsibility for highereducation policy development and programme administration. The


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Australian Qualifications Framework (AQF) provides acomprehensive, nationally consistent framework for all qualificationsin post-compulsory education and training. The AustralianQualifications Framework Advisory Board, which was established to

protect the AQF qualifications guidelines and to promote and monitorthe national implementation of the AQF, maintains a public registerlisting:

1. State and Territory accreditation authorities (all sectors)2. universities and other self-accrediting higher education

institutions3. non Self-accrediting higher education institutions and their

AQF-approved qualifications4. registered training organisations and their AQF-approved

qualifications (VET sector).

The register is available at http://www.aqf.edu.au/accred.htm. Theauthorities and institutions listed as self-accrediting have theendorsement of the Australian education Ministers represented onthe Ministerial Council on Education, Employment, Training andYouth Affairs (MCEETYA), and the registers protect the integrity of

Australian qualifications. Universities and other self-accreditinginstitutions and State and Territory accreditation authorities areaudited by the Australian University Quality Agency (AUQA)

Overseas StudentsAustralia is primarily an exporter rather than an importer of educationservices, and during the last decade international students havebecome a very important part of the Australian higher educationscene. Students coming from outside Australia to study at Australianinstitutions are usually referred to as overseas students, and therewere 145,500 overseas students enrolled in Australian universities in2002. This represents around 18 per cent of all enrolments.

Since January 1990, all new overseas students have been charged

full tuition fees. The only exemptions are students sponsored undera foreign aid programme or who hold scholarships such as anInternational Postgraduate Research Scholarships (IPRS) award,

Australian-European Awards Programme awards, CommonwealthScholarship and Fellowship Plan awards, or who are subsidisedoverseas students required to pay under the Overseas StudentCharge arrangements.

Higher education institutions are also strengthening theirinternational presence by making some programmes available off-shore. In 2001, 34 per cent of overseas students enrolled in

Australian higher education institutions were studying offshore.


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According to data reported by overseas economies to the OECD, in2000 there were 5,358 Australian students studying overseas.

Figure 1: Outline of the Australian education system

2. National Policies and Practices on Recognition ofQualifications in Higher Education

IntroductionThe Australian Government has no official or legally binding processfor the recognition of overseas qualifications of Australian permanentresidents and citizens. In Australia, powers to make decisions aboutinternational qualifications lie with the following bodies:

in relation to employment professional bodies and individualemployers;

in the case of regulated occupations the State/Territoryregulatory authorities; and

for academic purposes individual education institutions.

(c)

(c)

(d(d)

(a) End of compulsory schooling.(b) In some states, Year 7 is part of primary education, while in others it is part of secondary

education.(c) Certificates I and II can be offered in the Schools Sector as part of VET in schools.(d) some Diploma and Advanced Diplomas are offered in the Higher Education Sector.


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These bodies determine whether the qualification in question iscomparable to an Australian Qualifications Framework (AQF)qualification.

Tertiary institutions in Australia have a high level of autonomy andmake decisions on previous credit and qualifications gainedoverseas for academic purposes. There are a large number ofinstitution to institution and other agreements facilitating this.Overseas-trained people seeking to practice occupations which areregulated by government, primarily the health professions but alsoincluding legal practice, surveying and architecture, must seekregistration by State/Territory regulatory authorities. The AEI-NOOSR Guide to Professional Recognition in Australia publishesinformation relating to assessment criteria and processes for a range

of regulated and self-regulating professions in Australia. Thisinformation is available at www.detya.gov.au/NOOSR/profocc.htm.

When the qualifications of overseas-trained people are assessed aspart of an application for skilled migration, the competent authority isthe appropriate approved migration assessing body. AEI-NOOSR isresponsible for approving assessing bodies before their gazettal bythe Minister for Immigration and monitoring their performance toensure that assessment pathways are fair, accessible, equitable andtransparent.

AEI-NOOSR (National Office of Overseas Skills Recognition)AEI-NOOSR, which resides in the Educational Standards Branch ofthe Federal Department of Education, Science and Training (DEST),is the Australian National Academic Recognition and InformationCentre (NARIC). Established in 1989, AEI-NOOSR is the nationalexpert and coordinating body on skills assessments and recognitionof overseas skills recognition. AEI-NOOSR facilitates the recognitiondecisions made by these assessing bodies and promotes recognitionthat is fair, equitable and transparent through a number of products

and services. AEI-NOOSR:

provides advice to the Australian Government on recognitionmatters;

publishes the Country Education Profiles, which describeoverseas education systems and provide guidelines forassessing the comparability of their qualifications to Australianqualifications. The Country Education Profile (CEP) series of 87booklets covers 90 countries. They are used by professional,regulatory and migration assessing authorities and State andTerritory Governments, to inform their assessments of overseas


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qualifications and by Australian higher education institutions toinform admissions decisions for overseas students;

provides advice to Australias higher education institutions (whichare autonomous and set their own admission requirements) on

the assessment of overseas qualifications for admissionpurposes;

provides educational assessments of overseas qualifications forgeneral employment purposes;

provides assessments of teaching qualifications for the purposeof migration under the general skilled migration program;

promotes the mobility of Australian professionals and therecognition of Australian qualifications overseas;

approves professional bodies as assessing authorities within theMigration Regulations and monitors recognition pathways and

assessment practices for overseas-trained professionals; provides advice to registration boards and professional

associations with responsibility and competence for assessingthe qualifications of overseas-trained professionals;

assists overseas-trained professionals who are Australianpermanent residents to meet professional recognitionrequirements through the Bridging for Overseas-TrainedProfessionals Loan Scheme (BOTPLS) and the assessment feesubsidy scheme;

provides a national focus for professional bodies and agencies

(including State and Territory Overseas Qualifications Units)involved in the recognition of overseas skills, through theprovision of advice and information regarding relevantGovernment policies; and

assists in the development of assessment skills and encouragesbest practice by other assessing authorities and universityadmissions officers, through seminars and training programs.

Generally speaking, AEI-NOOSR assesses postsecondaryqualifications (for example, at technician level) and above. It does

not assess trade-level qualifications. These are assessed by TradesRecognition Australia (TRA), a part of the Federal Department ofEmployment and Workplace Relations.

Overseas Qualifications UnitsThe Australian States and Territories each maintain an office, knowncollectively as the Overseas Qualifications Units (OQUs) to assistoverseas-trained people in the recognition of their qualifications. TheOQUs provide information and a free assessment service, withassessments based on AEI-NOOSRs published guidelines. The

assessments issued by OQUs may be used for general employment


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purposes, to assist in application for admission to a registeredprofession or membership of a professional body, or to facilitateadmission to further study. The OQUs refer clients withqualifications which are not covered by AEI-NOOSRs published

guidelines to AEI-NOOSR for individual assessment. The OQUs arecurrently supported by AEI-NOOSR through the provision ofassessment advice and professional development seminars forassessment officers.

3. International Cooperation, Bilateral and MultilateralAgreements

Australia is party to two treaty-level UNESCO Conventions on the

recognition of higher education qualifications.

Asia-Pacific Regional Recognition ConventionAustralia became a party to the Regional Convention on theRecognition of Studies, Diplomas and Degrees in Higher Educationin Asia and the Pacific (the Asia-Pacific Regional RecognitionConvention) in 1986. As the current Chair of the Asia-PacificRegional Recognition Convention, Australia is committed tocontributing to the development of academic recognition practiceswithin the region and to promoting the exchange of information

between assessors, as mechanisms to facilitate academic, studentand professional mobility.

Lisbon Recognition ConventionAustralia signed the Council of Europe/UNESCO Convention on theRecognition of Qualifications Concerning Higher Education in theEuropean Region (the Lisbon Recognition Convention) in September2000. The Convention was tabled for ratification before both Housesof the Australian Parliament on 12 March 2002. On 3 October 2002the Governor-General in Council authorised the Minister for Foreign

Affairs to draw up, complete and deposit an instrument of ratification,which was deposited at UNESCO, Paris, on 22 November 2002.

Australia was eligible to become a party to the Convention becauseit was also a party to the UNESCO Convention on the Recognition ofStudies, Diplomas and Degrees concerning Higher Education in theEuropean Region (1979), which the Lisbon Convention substantiallyreplaces, and as such was invited to become a party to thisConvention. Australia considers that it is appropriate to ratify theConvention because it signals a commitment to uphold principles offair practice and non-discrimination in assessment and recognitionprocedures. It also signals Australias commitment to promote


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measures which assist the international education community bymaking higher education qualifications more portable, whether forfurther study or employment in other countries.

The Lisbon Recognition Convention aims to improve theinternational assessment and recognition of higher educationqualifications. The most important obligations placed on the

Australian Government as a result of ratifying the Lisbon RecognitionConvention concern assessment practices in Australia. These are: to endeavour to ensure that the procedures and criteria used in

assessment and recognition of qualifications (for example, byautonomous higher education institutions) are transparent,coherent and reliable;

to encourage higher education institutions to recognise higher

education qualifications conferred by a recognised highereducation institution in another Party, unless a substantialdifference can be shown between the qualification conferred andthe corresponding qualification in Australia; and

to endeavour to ensure that a holder of a higher educationqualification issued in one of the other Parties to the Conventioncan obtain an assessment of that qualification upon request.

Other obligations include: encouraging all education institutions to comply with any

reasonable request for information for the purpose of assessingqualifications earned at that institution; and

ensuring that clear and adequate information on its educationsystem is provided when requested by other Parties forassessment purposes.

The treaty also obligates Australia to maintain a National InformationCentre (NIC). The functions of the NIC are to facilitate access toauthoritative and accurate information on the Australian highereducation system and qualifications and the higher education

systems and qualifications of other parties. AEI-NOOSR is thenational expert and coordinating body on skills assessments andrecognition, and carries out these functions.Finally, Australia has an obligation under the Convention to promotethe use of the Diploma Supplement by higher education institutions.This is a document issued in addition to the degree documents,which helps make the qualification more transparent in aninternational context. It provides a description of the qualification,information on its level, the content of the program of study leadingto the qualification, and an explanation of the function of the

qualification (whether the qualification admits the recipient to further


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study or registration as a professional). The Diploma Supplementalso provides information on the status of the awarding institution,which may include whether the institution is private or public,identifying any franchising arrangements in the delivery of the

program of study leading to the qualification, and the generaleducational classification of the institution (for example, university orcollege of technical and vocational education).

There is no obligation placed on Australian higher educationinstitutions to adopt the Diploma Supplement, although the FederalGovernment views the promotion of the Diploma Supplement as animportant part of its long-term strategic approach to developing animproved international framework for the recognition of highereducation qualifications. DEST is therefore currently undertaking a

pilot project with a number of universities to develop examples ofDiploma Supplements and investigate the implications foruniversities of issuing them.

The Trans-Tasman Mutual Recognition ArrangementAustralia has only one bilateral treaty-level arrangement for themutual recognition of qualifications, the Trans-Tasman MutualRecognition Arrangement. In 1996 the Commonwealth, States andTerritories and New Zealand signed the agreement establishing theTrans Tasman Mutual Recognition Arrangement (TTMRA). The

TTMRA forms a significant part of Australias and New Zealandspolicy of Closer Economic Relations (CER), which aims to developan integrated trans-Tasman economy. Under the TTMRA a personregistered to practise an occupation in Australia is entitled to practisean equivalent occupation in NZ and a person registered to practisean occupation in New Zealand is entitled to practise an equivalentoccupation in Australia, without the need to undergo further testingor examination.

4. Emerging Issues Concerning Recognition of Studies,Diplomas, and Degrees in Higher Education

DEST considers that it is of great importance that we use theUNESCO Asia-Pacific Regional Convention and its Committee tocontinue and intensify our efforts to improve the currentarrangements for qualifications recognition in our region.Qualifications recognition is a complex activity requiring a variety ofconsiderations. Australia acknowledges that the assurance ofcomparable quality between two systems is an important part of therecognition of qualifications and that there is great value in fosteringregional quality assurance arrangements. We also consider that


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there are considerations other than quality involved in thequalifications recognition process between two or more countries,including:

the differing structure and characteristics of the underpinning

systems of school education; differences in the length, structure or level of specialisation of

the respective programs of study; differences in the way programs are delivered (for example,

by distance education or by traditional study on campus)which may in some cases lead to different educationaloutcomes;

variation in the practice of an occupation or profession forwhich the qualification is intended to prepare graduateswhere appropriate; and

differing assessment methodologies in the countriesconcerned. For example, some countries may be moreconcerned with the length or structure of the program or themode of study, while other countries may place moreemphasis on the competencies achieved at the end of theprogram of study and training.

Australia considers that establishing a stronger regional network ofrecognition bodies and (where possible) bilateral and multilateralrecognition arrangements with other countries is the most

appropriate and effective way to understand and recognise thedifferences that exist in higher education sectors in regionalcountries and to develop effective mutual recognition arrangements.

A good, cost-effective example of the value of developing a strongrecognition network is seen in the Europe-based ENIC-NARICNetwork, while the two APEC professional mobility projects led by

Australia illustrate the benefits of multilateral information sharing andnetwork building.

In relation to the issue of the recognition of qualifications awarded

following non-conventional programs of study (such as on-line studyor study at a transnational institution), Australia does not considerthat study undertaken by these means is necessarily an obstacle toeffective recognition. AEI-NOOSRs guidelines for the assessmentof educational qualifications do not differentiate betweenqualifications awarded following traditional programs of studyundertaken on campus and those awarded following distanceeducation of some kind, including on-line education or study at anoverseas campus of the awarding institution. Instead, AEI-NOOSRsassessment methodology relies on assessment of a range of factors,

including:


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professional schools. Graduates of high middle schools andstudents qualified to the graduates can be admitted to obtainspecialty education at these institutions.

1.1.3 The study periods at different education levels are different: it

generally takes four years for undergraduate education; it may takefive years or longer for some disciplines. It takes two or three yearsfor studies at colleges and high professional schools. Postgraduatestudy includes two stages, for master and doctor degreesrespectively. It takes two and a half years or three years for a masterdegree, and three or four years for a doctor degree.

1.1.4 Academic year is divided into two semesters in China. The firstsemester starts in September while the second starts in February ofeach year. Besides there are legal winter and summer vacationsand national holidays of New Years Day, the International Labors

Day at the 1st of May, the International Childrens Day at the 1st ofJune and the National Day at the 1st of October.

1.2 Degree and Postgraduate Education1.2.1 The 13th meeting of the Standing Committee of the Peoples

Congress of PRC discussed and approved National DegreeRegulations of PRC in 1980. Following that, the State Councilapproved Temporary Executive Methods of National DegreeRegulations of PRC in 1981. Academic standards for Bachelor,Master and Doctor Degrees are specified. Therefore, a degree

system of the new China has been established.1.2.2 In the recent twenty years achievements have been made indegree and postgraduate education in China. These achievementsare well known by the world. A large number of Bachelors, Mastersand Doctors are trained independently in China that providesdevelopment of Chinese modernization with qualified high-levelpersonnel.

1.2.3 A degree awarding system was basically established. In thesystem the discipline categories are fairly complete and the degreequality can basically be guaranteed.

At present, the enrollment of postgraduate students in China is morethan 230,000, among them 54,000 for Doctor Degrees. In China 726units are authorized to award Master degree (hereinto 457universities or collages), 312 units are authorized to award DoctorDegrees (hereinto 245 universities or collages), and 55 institutionshave established their graduate schools. The scope of the disciplinecovers 12 discipline categories, namely philosophy, economics, law,education, literature, history, science, engineering, agriculture,medicine, military and management. In addition there are 11professional degrees, namely MBA, Architecture (Bachelor andMaster), Law Master, Education Master, Engineering Master,Clinical Medical (Doctor and Master), MPA, Agricultural Application


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Master, Veterinarian (Doctor and Master), Oral Medicine (Doctorand Master), Public Health (Doctor and Master). People who arequalified to an equal standard can apply for Master or DoctorDegrees according to specified procedures.

1.2.4 ADCSC passed Temporary Rules of Awarding Master andDoctor Degrees to the Employed People who are Qualified toPostgraduate Graduation and its implement details in 1990. On thebase of practices ADCSC issued Rules of Awarding Master andDoctor Degrees to People who are Qualified to PostgraduateGraduation in 1998. These documents specify the rules ofrequirement to applicants, procedures of acceptance and degreeawarding, and approval procedures of authorization for units to carryout the activities.

1.2.5 According to these rules it has to keep the standards and

guarantee quality to application of Master and Doctor Degrees bythose people who are qualified to postgraduate graduation. Theapplicants should have at least five years experiences in the appliedfield or relevant fields. Besides they should have recently publishedacademic papers or works at national or international journals, thesepapers or works should carry importance to his or her working fields.To guarantee the quality ADCSC organizes foreign languageexamination and comprehensive examination of specialty coursesunified in whole country every year since 1995.

1.3 Admission of Institutions1.3.1 Admission for General Institutions1.3.1.1 Basic Requirements: Chinese citizens, who apply for admission

examination of institutions should love their motherland, abides bythe laws. They should be graduates from upper secondary schoolsor qualified to the graduates. Besides they have to take part inadmission examinations unified in whol

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