For learning and competence

Practical aspects of the Lisbon Recognition

ConventionUNICA Admission and Credential

Evaluation University of Lausanne April 1, 2006

Carita Blomqvist

2 For learning and competence

Outline

Lisbon Recognition Convention (LRC) Subsidiary texts LRC Committee, ENIC Network Recognition procedures, good practice Recognition criteria and outcome of

recognition Fair recognition, substantial difference Future concerns

3 For learning and competence

Recognition

Assess foreign qualifications in terms of own education system

Make it possible to move between education systems without losing value of qualifications

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Lisbon Recognition Convention of the Council of Europe/UNESCO 1997

Applicants entitled to fair assessment within reasonable time limit

Uniform/transparent procedures and criteria used in the assessments

Recognize unless substantial difference (partial recognition)

Possibility to appeal

Burden of proof upon the host country

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Subsidiary texts /Recommendations International Access Qualifications 1999

Criteria and Procedures for the Assessment of Foreign Qualifications 2001

Code of Good Practice in the Provision of Transnational Education 2001

Recognition of Joint Degrees 2004

Joint ENIC/NARIC Charter of Activities and Services 2004

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Lisbon Recognition Convention Committee Composed of one representative of each

Party to the LRC (41 countries)

Oversees the implementation of the Convention

Right to adopt recommendations to guide the implementation of the LRC

Information, promotion

Link to the Bologna Process

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ENIC Network European Network of Information Centres

on Academic Recognition and Mobility

Established in 1994 by the Council of Europe and UNESCO to develop joint policy and practice for the recognition of qualifications

Cooperation with the NARIC network (National Academic Recognition Information Centres), European Union

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Main functions of the national ENIC according to the LRC Facilitate access to authoritative and

accurate information on the national higher education system and qualifications

Facilitate access to information on foreign higher education systems and qualifications

Give advice or information on recognition matters and assessment of qualifications

Promotion of the use of the Diploma Supplement

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Working parties

–Recognition issues in the Bologna Process

–Transnational Education

–Diploma Supplement

–Joint activities with quality assurance network

–Criteria and procedures for the assessment of foreign qualifications and periods of study

–Europe - USA: Mutual recognition of qualifications

–Europe - Russian Federation: Mutual recognition of qualifications

–ELCORE - Electronic information

–Information strategies

–Substantial difference

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Differences in higher education systems

Access and admission requirements

Degree structures

Type of institutions (e.g. unitary or binary system)

Nominal duration of studies

Credit systems

Marking (grading) systems

Graduation requirements

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Recognition procedure: Information to applicants

–advise applicants about the possibilities and procedures for submitting an application

–information on educational systems and legal acts, on principles of recognition

–standard information on the procedures and criteria for the assessment of qualification: required documents, translations, principles and criteria of assessment, fee, handling time, status of the evaluation statement

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Recognition procedure

-acknowledgment of the receipt of the application

-applications should be processed as promptly as possible, and the time of processing should not exceed four months

-consistency in recognition practice and decisions

-public inventory of typical recognition cases

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Translations Confusion as to terminology Translation of what, by whom? Acceptance of as many languages as

possible without translations Many countries/institutions issue

documents in two or more languages Titles of foreign qualifications should

be provided in the original language, without translation

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Recognition criteria - access qualifications (secondary school leaving certificates)

Assessment of qualification

–status and rights in the country of origin: does the qualification give access to higher education?

–curricula: general, specialised, vocational

–nominal duration

–subjects, content and amount (work load)

–result(s) of studies, examinations, grades; centralized examination(s)?

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Recognition criteria – access qualifications

Assessment of institution

–a competent authority of home country has approved the institution and curricula

–international qualification: is it awarded by an official international organisation

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Recognition criteria – higher education qualifications

Assessment of institution

–type of institution: HEI or (post)-secondary; vocational/professional HEI; private or public, etc

–quality assurance/accreditation

–status and recognition of institution in home country

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Recognition criteria – higher education qualifications

Assessment of qualification

–field of study - specialisation

–content (subjects), practice (training, apprenticeship), research, graduation requirements

–nominal duration, number of credits

–access to further studies

–professional status/rights in labour market

–learning outcomes

–access requirements (previous education)

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Substantial difference

The elements of a qualification

-level (qualifications framework, cycles)

-workload (credits)

-quality (education provider)

-profile (general orientation, inside the qualification)

-learning outcomes (QF)

-formal rights

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Fair recognition

Full or partial recognition

Judge only value of qualification, not external factors

Assess quality and level rather than detailed comparison of curricula

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Essentials and future concerns

Mutual trust in quality and in education systems

Description of learning outcomes

Trans-national qualifications

Joint degrees

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Further information

www.enic-naric.net

www.conventions.coe.int