challenges of a sean 2015

8/11/2019 Challenges of a Sean 2015

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Responding to Challengesof ASEAN 2015:Are We Ready?

Marco Antonio C. Sto TomasMember, Professional Regulatory BOARD OF NURSING

BON Lead, National Nursing Career Progression Program (NNCPP)

Association of Deans of Philippine Colleges of Nursing (ADPCN, Inc.)2014 Summer Conference, Baguio City

Theme: Redesigning Philippine Nursing Education: ADPCNs Perspective


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Political andSecurity

Community(ASPC)

Economic

Community (AEC)

Socio-Cultural

Community (ASCC)


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SINGLE MARKET ANDPRODUCTION BASE

Source:http://farm8.staticflickr.com/7272/7601994244_5d9ab99785_b.jp

Freeflow

ofgoods

Free flow ofprofessional

services

Free

flowof

investment

Freeflow ofcapital

Freeflow ofskilled

labor

ASEAN ECONOMIC COMMUNITY2015


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PROFESSIONAL SERVICES DATE OF SIGNING

1. ENGINEERING Dec. 2005

2. NURSING Dec. 2006

3. SURVEYING Nov. 2007

4. ARCHITECTURE Nov. 2007

5. DENTISTRY Aug. 2008

6. ACCOUNTANCY Feb. 20097. MEDICINE Feb. 2009


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Article VII: Recognitiona Member may recognize theeducation or experience obtained, requirements met, orlicenses or certifications grantedin a particular country. Suchrecognition, which may beachieved through harmonizationor otherwise, may be basedupon an agreement orarrangement with the countryconcernedor may be accorded

autonomously.

Article V : RecognitionASEAN Member Statesmay recognize theeducation or experience obtained, requirementsmet, or licenses orcertifications granted inanother ASEAN MemberState, for the purpose oflicensing or certification

of service suppliers.


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Establish national standards and level forOUTCOMES of education, training,specialization, skills and competencies

Provide national regulatory and QUALITYASSURANCEarrangements for educationand training

Support the development and

maintenance of PATHWAYS ANDEQUIVALENCESwhich provide access toqualifications

Support individual LIFELONG LEARNINGgoals by providing the basis for individualsto progress through education and training

Align the PQF with internationalqualifications framework to support thenational and international mobility oflearners and workers through increasedRECOGNITION of the value andcomparability of PhilippineQUALIFICATIONS

1

CHED PRC-CPD BON NNCPP

2

CHED PRC-CPD

3

CHED PRC CPD BON PRACTICE

STANDARDS

4

CHED PRC CPD BON NNCPP

5

PRC CHED


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1. Philippine Professions Competitiveness

Roadmap (Nursing Competitiveness RM)2. Philippine Qualifications Framework (PQF)3. ASEAN Qualifications Referencing

Framework (AQRF)4. Outcome Based Education (OBE)


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Establish national

standards and levelfor OUTCOMES ofeducation, training,specialization, skillsand competencies

1

CHED PRC-CPD BON NNCPP


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His Excellency Benigno S. Aquino III,President of the Republic of the

Philippines, signed the

Executive Order No. 83 dated October1, 2012

INSTITUTIONALIZATIONOF THE

PHILIPPINE QUALIFICATIONS

FRAMEWORK


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PhilippineQualifications

Framework(PQF)

Qualification Levels

Descriptors

Working Groups

QualificationsRegister

Pathways &Equivalencies

Quality Assurance

Information &Guidelines

InternationalAlignment

Industry needs

Need for globalrecognition ofcompetencies

Current qualificationsissues at all levels

Qualifications issuesin recognition of

prior learning

Research and policypapers on NQF

NQFs of othercountries

Consultation and AdvocacyWith Stakeholders

INPUTS OUTPUTS


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NationalPolicy

Levels ofeducationalqualifications

Standards forqualification

outcomes

Competency-based Labor market-driven Assessment-basedqualification recognition


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Basic Education

Technical and VocationalEducation

Higher Education


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1. Structure and system of progression2. Covers three sectors:

Basic education

TVETHigher education

3. Eight levels of qualifications

4. Three domains of learning

5. Descriptors of learning outcomes with increasingcomplexity


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THE PHL QUALIFICATIONS FRAMEWORK

LEVEL

GRADE 10

GRADE 12

TECHNICALEDUCATION AND

SKILLS DEVELOPMENTHIGHER EDUCATION

DOCTORAL ANDPOST DOCTORAL

BACCALAUREATE

BASICEDUCATION

L1

L2

L3

L4

L5

L6

L7

L8

NC I

NC II

NC IV

NC III

NC IV

DIPLOMA

BACCALAUREATE

POST BACCALAUREATE


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All institutionsand systems Training Specialization

Skills and

competencies

Work

experience

Lifelong

learning


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National standardsand levels foroutcomes of

education, training

National regulatoryand qualityassurance

mechanisms

Pathways andequivalencies for

access to

qualifications

Individual lifelonglearning goals forprogress through

education andtraining

Alignment withinternationalqualificationsframeworks


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ChairmanSecretary, DEPED

Members:Secretary, DOLEDirector-General, TESDAChairperson, CHEDChairperson, PRC


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QualificationsRegister(TESDA)

Pathways andEquivalencies

(CHED)

InternationalAlignment

(PRC)

Information andGuidelines

(DEPED)

QualityAssurance(CHED)


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Provide nationalregulatory and QUALITYASSURANCEarrangementsfor education and training

2 CHED PRC-CPD


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LEVEL

GRADE 10

GRADE 12




BACCALAUREATE

BASICEDUCATION

L1

L2

L3

L4

L5

L6

L7

L8

NC I

NC II

NC IV

NC III

NC IV

DIPLOMA

BACCALAUREATE

POST BACCALAUREATE


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LEVEL 6KNOWLEDGE, SKILLS

AND VALUESGraduates at this level will have a broad andcoherent knowledge and skills in their fieldof study for professional work and lifelonglearning

APPLICATION Application in professional work in a broadrange of discipline and/or for further study

DEGREE OFINDEPENDENCE

Independent and /or in teams of relatedfield

QUALIFICATION TYPE Baccalaureate Degree


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LEVEL 7KNOWLEDGE, SKILLS

AND VALUESGraduates at this level will have advancedknowledge and skills in a specialized ormulti-disciplinary field of study forprofessional practice, self-directedresearch and/or lifelong learning

APPLICATION Applied in professional work that requiresleadership and management in aspecialized or multi-disciplinaryprofessional work and/or research and/or

for further studyDEGREE OF

INDEPENDENCEIndependent and or in teams ofmultidisciplinary

QUALIFICATION TYPE Post-Baccalaureate Pro ram


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LEVEL 8KNOWLEDGE,

SKILLS & VALUESGraduates at this level have highly advancedsystematic knowledge and skills in highlyspecialized and/or complex multidisciplinary fieldof learning for complex research and/orprofessional practice or for the advancement oflearning

APPLICATION Applied in highly specialized or complex multi-disciplinary field of professional work thatrequires innovation, and/or leadership andmanagement and/or research in a specialized ormulti-disciplinary field

DEGREE OFINDEPENDENCE

Independent and/or in teams of multi-disciplinaryand more complex setting

QUALIFICATIONTYPE Doctoral Degree and Post-Doctoral Programs


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1. Continuously improve thequality of registered

professionals throughupdates on the latestscientific/technological/ethical and other applicabletrends in the local and globalpractice of professions;

2. Provide support to LifelongLearning in the enhancementof competencies of Filipinoprofessionals towards deliveryof quality and ethical serviceslocally and globally;

3. Deliver qualityContinuingProfessional Development(CPD) activities alignedwith the PHILIPPINE

QUALIFICATIONS

FRAMEWORK for national

relevance and globalcomparability and

competitiveness.


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BS Degree Program Post Baccalaureate Program Doctoral / Post Doctoral Program

FORMAL

In-Service Programs Professional Updates/CPEs Specialty Training Courses Advance Practice Training Courses

NON-FORMAL

Professional Practice Experience Life Long LearningINFORMAL

A

SSESSM

ENT


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l d b l


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Knowledge and skills Application and Responsibility

LEVEL 6is technical and theoreticalwithin a specific fieldinvolve critical andanalytical thinking

are complex and changing

require initiative and adaptability as well asstrategies to improve activities and to solve

complex and abstract issues

LEVEL7

is at the forefront of a fieldand show mastery of abody of knowledgeinvolve critical andindependent thinking as the

basis for research to extendor redefine knowledge orpractice

are complex and unpredictable and involvethe development and testing of innovativesolutions to resolve issues

require expert judgement and significantresponsibility for professional knowledge,practice and management

LEVEL8

is at the most advancedand specialised leveland at the frontier of afieldinvolve independentand original thinking andresearch, resulting in thecreation of newknowledge or practice

are highly specialised and complexinvolving the development and testingof new theories and new solutions toresolve complex, abstract issuesrequire authoritative and expert

judgement with a sustained commitment tomanagement of research and significantresponsibility for extending professionalknowledge and practice and creation of newideas and or processes.high levels of management and leadership


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WORK TO BE DONEIS TO IMPLEMENT

THE RECONFIGURED/ALIGNEDNATIONAL NURSING

CAREER PROGRESSIONPROGRAM (NNCPP)

NURSING CAREER PROGRESSIONPATHWAYS

PROGRESSION LEVELS


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BOARD OFNURSING

NNCPCNational Nursing

Career Progression Council(BoN Resolution No. 22, S. 2009 -

REVISED )1. Policy-Development Initiatives -

recommendatory to the BoN2. Oversight

FUNCTIONS1. Recognize Organized Nursing Group2. Accredit Specialty Programs3. Credential - Nurse Practitioners

TASKS1. Set Standards2. Establish

Mechanisms3. Develop Criteria

SPECIALTY/ADVANCE PRACTICE

Certification Boards (SAPCB)

1. Leadership/Governance 2. General Practice/Clinical 3. Education

Appeals Panel

3. Recognizes SpecialtyNursing Organizations

(Accdg to set Standards)

Nominations Committee

creates the

RECOGNIZES

SEEKSNOMINEESFOR MEMBERSHIPTO THE SPECIALTY/ADVANCEPRACTICE CERTIFICATIONBOARDS (SAPCB)

ACCEPTS NOMINEES FOR THESPECIALTY CERTIFICATIONBOARDS (SCB)

COMMUNITYHEALTH NURSINGSPECIALTY

MOTHER ANDCHILD NURSING

SPECIALTY

ADULT HEALTHNURSING SPECIALTY

MENTAL HEALTH AND PSYCHIATRICNURSING SPECIALTY

creates the

IMPLEMENTING MECHANISMS FOR THE NATIONAL NURSING CAREER PROGRESSION PROGRAMNNCPP.2014 REVISED (In accord with R.A. No. 9173)

BasicNursingEducation

PostBaccalaureatePrograms

Others:Specialty &

AdvancedNursingEducation

NURSINGEDUCATION

NURSINGSERVICE

NURSINGENTERPRISEDEVELOPMENT

W i t h R e c o g n

i z e d

S U B -

S P E C I A L T I E S

PATHWAYS

General Nursing Practice Track 6 7 8

Clinical Nursing Track 6 Trainingand Devt. 7 8

Nursing Education Track 6 Trainingand Devt. 7 8

Leadership & Governance Track 6 Trainingand Devt. 7 8


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RegulatoryBoard

of NursingNational Nursing

Career ProgressionCouncil (NNCPC)

Sub-Council forLeadership and

Governance inNursing

Certification Board for Leadershipand Governance in Nursing for:1. Nursing Admin in Private Hospitals2. Nursing Admin in Government

Hospital and Public HealthFacilities

3. Nursing Admin in NursingEducational Settings

4. Nursing Admin in Military andPara-Military Settings

5. Nursing Admin in other PracticeSettings

Sub-Council for

Nursing Practice inthe Academe

Certification Board for NursingEducation

1. Faculty-Members2. Deans

Sub-Council onClinical NursingSpecialty andAdvance Practice

Nursing

Specialty Boards on Various BONRecognized Clinical Specialties1. Community Health Nursing2. Mother and Child Nursing3. Adult Health Nursing

4. Mental Health and PsychiatricNursing

Sub-Council for theGeneral Nursing

Practice

Certification Board for:* Level 6 -8

R.A. No. 9173

BON Resolution No.22, Series 2009 (to beamended toincorporate and alignExecutive Order No.83, S. 2012 (PQF)

BON NNCP COUNCIL Secretariat1. Executive Director2. Secretary for NCP Levels (Generalists)3. Secretary for NCP on Leadership and

Governance4. Secretary for NCP on Nursing Education5. Secretary for Clinical Specialty and

Advance Nursing Practitioners

NNCPP PROCESSING CENTERSBON Recognized Specialty NursingOrganizationsBON NNCP Council DesignatedProcessing Centers

(All Processing Centers shall have respectiveMOCs for operational controls andsu ervision

40


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1. Alignment and strengthening

of CPD provider activitiesconsidering developments in

PQF, AQRF, MRAS, lifelonglearning, self-directed

learning, evaluation of CPDprograms offered: CAPACITY

BUILDING for providers.

2. Alignment of CPD courseprograms with

outcomes per profession withemphasis on

appropriate evaluation.

3. Monitoring of CPD programs

and providers: selection,creation and training

of monitoring teams4. Increase in staff for the CPD

Councils5. Development of database

system, uploading ofaccredited CPD providersand accredited courses inthe PRC website:www.prc.gov.ph


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Support thedevelopment and

maintenance ofPATHWAYS ANDEQUIVALENCESwhichprovide access toqualifications

Support individualLIFELONG LEARNINGgoals by providing thebasis for individuals toprogress througheducation and training

3

CHED

PRC CPD BONPRACTICESTANDARDS

4

CHED PRC CPD BON

NNCPP



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LEVEL

GRADE 10

GRADE 12




BACCALAUREATE

BASICEDUCATION

L1

L2

L3

L4

L5

L6

L7

L8

NC I

NC II

NC IV

NC III

NC IV

DIPLOMA

BACCALAUREATE

POST BACCALAUREATE


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Recognition

EducationTraining

Experience

CertificatesLicenses

Mobility


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1. Facilitate mobility of practitioners within ASEAN2. Exchange information and enhance cooperation

in respect to mutual recognition of practitioners3. Promote adoption of best practices on standards

and qualifications4. Provide opportunities for capacity building and

training of practitioners


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Recognition of Development of Harmonization ofQualifications Qualifications Qualifications

MOBILITY OF PROFESSIONALS

COMPETITIVENESS OF FILIPINO PROFESSIONALS

ASEAN MRA PQF AQRF


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HOW IS IT

WITH OUROTHER ASEANNEIGHBORS?


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To date there is NOCOMMONLY(common/comparable)recognized/accepted credit

and grading system amongthe educational institutionsin ASEAN member states;The development of the

AQRF will facilitate studentmobility as well;10 member states are nowcollaboratively working onthe their NQFs and the AQRF

In both the Vietnam andBangkok Conference,relationship between QA andstudent mobility was

discussed;10 member states of ASEANand joined in by 3 morecountries now meets on

regular basis to exchangeviews on how QA canenhance/facilitate studentmobility.


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CHED JOINT PATHWAYS, EQUIVALENCIES,AND CREDIT TRANSFER WORKING GROUP

(with DepEd, TESDA, DOLE, PRC)

Republic of the PhilippinesCommission on Higher Education


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1. Shift to outcomes-based

education and use oflearning outcomes2. Government regulatory

bodies confer recognitionto education and trainingproviders

3. Training and educationproviders are heldaccountable for theattainment of learningoutcomes

4. Implementation of qualityassurance mechanisms,pathways andequivalencies

5. Establishment of a

Qualifications Register6. Ensuring international

alignment ofqualifications

7. Encouraging lifelonglearning

8. Government regulatorybodies conferrecognition tocertificates andlicenses

9. Recognition ofqualification is basedon assessment of

individual


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SEAMLESSCREDIT

TRANSFERSYSTEM

1 - RELATEDCOMPETENCIESEARNED FROMGRADES 10-12

2 - RELATEDCOMPETENCIESEARNED FROM

TESDA COURSES


HIGHEREDUCATION

COURSES


POST BACC.COURSES


DOCTORAL/POST DOCTORAL

COURSES

6 - RELATEDCOMPETENCIESEARNED FROMNON-FORMAL

/CPD COURSES


INFORMAL/EXPERIENCE-

BASEDLEARNING

8 - RELATEDINTER-INTRADISCIPLINARY

COMPETENCIES

CREDIT TRANSFERFRAMEWORKCred-Trans is the mechanism ofproviding RECOGNITION to actualcompetencies earned and learningoutcomes demonstrated viaformal, non-formal, or informalmodes. This include thoseacquired specifically referred to as:

Recognition of Prior Learning(RPL); andKSAV acquired through LifeLong Learning (LLL)

Cred-Trans applies across levels ofour tri-focalized educationfollowing the Philippine

Qualifications Framework (PQF) asthe overarching national policywhich mandates institutionalizationof national schemes and systems ofproviding credit transfer to bothPhilippine and foreign-basedlearners.


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FOCUS 1:Elimination of discriminatorypractices

FOCUS 2:Institutionalization ofderegulatory policies

FOCUS 3:The provision of MutualRecognition Measures (MRAs)

FOCUS 4:The harmonization andstandardization ofQUALIFICATIONS for examinationand licensure as well as regulatoryrequirements pursuant toInternational Agreements

FOCUS 1

Over and above the institutional QAMechanisms, how MUST individual QA Measures

be set up closely replicating existing protocolsand give a national perspective to the system?How do we connect the system to FOCUS 4?

FOCUS 2

What Policies and Standards MUST be institutedin order to cascade the facilitation of recognitionmeasures particularly Cred -Trans Mechanisms atthe level of Higher Education Institutions (HEIs)?What institutional QA measures must be put inplace to respond to the demands of regional andglobal quality standards?

FOCUS 3

What mechanisms should be instituted forprovision of active review: of current MRAs tomake such international instruments current andrelevant?

FOCUS 4

Examinations and licensing policies andmechanisms are actual QA measures, how do weinstitute further QA measures e.g. ACTIVEASSESSMENT mechanisms for each of theaccepted Qualification Levels?


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FOCUS 1

Over and above the institutional QAMechanisms, how MUST individual QAMeasures be set up closely replicatingexisting protocols and give a nationalperspective to the system? How do weconnect the system to FOCUS 4?

FOCUS 2

What Policies and Standards MUST be instituted inorder to cascade the facilitation of recognitionmeasures particularly Cred -Trans Mechanisms atthe level of Higher Education Institutions (HEIs)?

What institutional QA measures must be put in placeto respond to the demands of regional and globalquality standards?

FOCUS 3

What mechanisms should be instituted forprovision of active review: of current MRAsto make such international instrumentscurrent and relevant?

FOCUS 4

Examinations and licensing policies andmechanisms are actual QA measures, how do weinstitute further QA measures e.g. ACTIVEASSESSMENT mechanisms for each of the acceptedQualification Levels?

JOINT- CHED-PRC GUIDELINES ONTHE IMPLEMENTATION OF ANATIONAL COMPETENCYASSESSMENT, CREDIT TRANSFERAND CERTIFICATION PROGRAM FORLEVELS 6, 7 AND 8

Elimination ofdiscriminatorypractices

REVIEW CMOs ON ETEEAP & LEP:1. RECAST AND ALIGN WITH PQFAND REVISE AS NECESSARY;2. EXPAND TO COVER LEVELS 6,7,AND 8 OF THE PQF-ARQF;3. REVIEW LEP MECHANISMS OF

CREDTRANS AND ADOPT AS DEEMEDFIT AND NECESSARY

Institutionalizationof deregulatorypolicies

PROPOSE TO THE PQF-NCC TOINSTITUTE MECHANISMS FORACTIVE REVIEW OF ALL MRAs INFULL FORCE WITH DEPED,TESDA, AND CHED SEATED ASREPRESENTATIVES

The provision ofMutual RecognitionMeasures (MRAs)

SEE THAT ALL LICENSUREEXAMINATIONS ARE ALIGNED TOMEASURING DESCRIPTOR LEVEL6 SO THAT LEVELS 7 AND 8 CANBE ADDRESSED BY FOCUS 1

The harmonization andstandardization ofQUALIFICATIONS forexamination and licensureas well as regulatoryrequirements pursuant toInternational Agreements


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A component of quality management and isfocused on providing confidence that qualityrequirements will be fulfilled.Refers to planned and systematic process thatprovide confidence in the design, delivery andaward of qualifications within an education and

training system.Ensures stakeholders interests and investments inany accredited program are protected


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I. BACKGROUNDMay 2010, Manila: 1st AANZFTA Joint CommitteeMeeting considered the draft of the conceptproposal for the ASEAN Qualifications ReferenceFramework

ASEAN-Australia-New Zealand FTA EconomicCooperation Work Program (ECWP)



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LEVEL 1is basic, general knowledge

involve simple,straightforward and routineactions

involve structured routine

processesinvolve close levels of supportand supervision

LEVEL 2 is general and factual involve use of standard

processes

involve structured processes involve supervision and some

discretion for judgement onresolving familiar issues

LEVEL 3includes general principlesand some conceptualaspectsinvolve selecting andapplying basic methods,tools, materials and

are stable with some aspectssubject to changeinvolve general guidanceand require judgement andplanning to resolve someissues independently.



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LEVEL 4is technical and theoreticalwith general coverage of afieldinvolve adapting processes

are generally predictable but

subject to changeinvolve broad guidancerequiring some self direction,and coordination to resolveunfamiliar issues

LEVEL 5 is specialised technical and

theoretical knowledge of ageneral field

involve analytical thinking

are often subject to changeinvolve independentevaluation of activities toresolve complex andsometimes abstract issues

LEVEL 6is technical and theoreticalwithin a specific fieldinvolve critical and analyticalthinking

are complex and changingrequire initiative andadaptability as well asstrategies to improve

activities and to solvecom lex and abstract issues



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LEVEL7

is at the forefront of afield and show masteryof a body of knowledgeinvolve critical andindependent thinking asthe basis for research toextend or redefineknowledge or practice

are complex and unpredictable andinvolve the development and testing ofinnovative solutions to resolve issues

require expert judgement andsignificant responsibility for professionalknowledge, practice and management

LEVEL8

is at the most advancedand specialised leveland at the frontier of afieldinvolve independentand original thinking andresearch, resulting in thecreation of newknowledge or practice

are highly specialised and complexinvolving the development and testingof new theories and new solutions toresolve complex, abstractissues

require authoritative and expert judgement with a sustainedcommitment to management ofresearch and significant responsibilityfor extending professional knowledgeand practice and creation of new ideasand or processes.high levels of management and


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ASEAN QUALIFICATIONS


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ASEAN QUALIFICATIONSREFERENCE FRAMEWORK (AQRF)

8

1

2

3

4

5

6

7

1

2

3

4

5

6

7

8

9

1

2

3

4

5

6

7

Qualifications(A)

Qualifications(B)

Country(A)

Country(B)

AQRF

8


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Qualifications RegisterQuality Assurance

Pathways and EquivalenciesInternational AlignmentCredit Accumulation and TransferLifelong LearningRecognition of Prior Learning


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A Nursing Competitiveness Road Map is one that will take the nursingindustry sector from wherever itstands now, on the competitivenessgrid, to a position from which it canattract more, and higher value-addedinternational business (as aprofessional services sector) .

This Road Map is not the same as theRoad Map template required underthe ASEAN MRA; but it can certainly beseen as a mechanism which can help

bring about the MRA requirements.


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Market Conditions and Trends Salary / Fee expectations Language skills and personal attributes

Exchange of Information

Core Competency Standards Standards of Practice in Various Settings and Specialties

Facilitation of Mobility of Healthcare Professionals

Standards of Practice in Various Settings and Specialties Quality Assurance

Capacity-building and Training

Standards of Practice in Various Settings and Specialties Salary / Fee expectations

Financing Mechanisms and Best Practices

Standards of Practice in Various Settings and Specialties

Malpractice Insurance


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Formal Non-Conventional

Credit TransferSchemes

Mobility in Intraand InterProfessional Levels

Ex. Nursing toMedicine

Intra: Career ProgressionProgram

Inter: Credit Assessmentand Accreditation forCareer Shifts


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For regulatory bodies:improvement in the regulatoryframework in order to protectthe interest of the public,

primarily students and parents


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PRC data: the overall passing percentageof graduates who took the licensureexaminations from 2008-2012 is 38%Schools: to have more equipped MISwith tracking system of their graduates

For the developments in theimplementation of the PQF, and itsreferencing to the AQRF by 2018


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The need for developing research capabilitiesin monitoring and accessing labour marketinformation to serve as guide in furtherdeveloping and making attuned ourqualifications and core competencies

Unite towards a single direction in order to

provide the optimum environment for ourstudents, graduates, and professional nursesand assist in further develop their potentials


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Review existing credit transfer system especially AUN-ACTS (ASEAN University Network ASEAN CreditTransfer Systems) vis--vis:1. PQF2. Common platform for credit systems with ASEAN during

pilot/pre-referencing with select undergraduate and post-graduate courses from HEIs

3. Capacity building to improve capability of participatingHEIs to existing credit system

4. Take into consideration cross-cutting issues like gender-balance, equal opportunities and the participation ofdisadvantaged groups e.g. students with special needsand economically disadvantaged students.


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challenges of a sean 2015

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