5 august 2014 dae joon hwang, ph.d. secretary general of ... · pdf filesecretary general of...

Dae Joon Hwang, Ph.D.Secretary General of Korean Council for

University [email protected]

5th August 2014

International UNESCO APEC Regional Conference on Foreign Accreditation,

4-5 Aug 2014, Colombo, Sri Lank

CreditBankSy_5Aug2014_DJHwang

I. Background

II. A Framework of Lifelong Education

III. Discussions on Regional Credit Transfer

and Accumulation System

IV. Conclusion


I. Background


Evolving Stages of Higher Education


Elite higher education

Mass higher education

Universal (or Post-massification) higher education

Accessibili

ty

Stu

de

nts

De

mo

gra

ph

ic

Traditional

students

Non-traditional

students

Evolution of Higher Education

CreditBankSy_5Aug2014_DJHwangg

Stages of

evolution

Main

actors

Core value Key issue Major roles

and priority

Research

focus

Elite higher

education

Professors Excellence Academic

freedom->

high-quality

knowledge

Research

productivity,

Research

> teaching

> administration

Pure/basic

> applied

Massification

higher education

Academic

managers

Quality, and

Efficiency of

education

Management

reform

Teaching-research

nexus,

Equal priority:

research, teaching,

administration

Development

> applied

> pure/basic

Post-

massification

higher education

Students Student

satisfaction

College

experience

Learning from

teaching,

Administration

> teaching

> research

Development

> applied

> pure/basic

*Source: J.C. Shin, Te Scholarship of Teaching, Research, and Service, pp.75-83, The Future of the Post-Massified University

at the Crossroads, Knowledge Series in Higher Education vol. 1, 2014, Springer.

Life Style Switching to Mobile


Mobile technologies change way of living,

thinking, collaboration, and learning

Different characteristics of students:

digital native vs. digital immigrant

Use of ICT in education innovation

becomes important: leveraging vs.

technologizing

Practicing open paradigms allows more

opportunities: content access, IPR,

delivery of education service

Life became deeply connected: SNS

Big Data analysis becomes important

Media literacy training gains more

attention

Increasing awareness to multiculturalism

Allow disabilities for more social

participation using Assistive

Technologies

Social inclusion

by disabilities

Lifelong learning

service

e-Government, health

care, civil service

Job opportunity

Education, learning

and training serviceLocation based

service for

transportation

Leisure, tourism,

hiking

Participation to

policy making

*Number of mobile phone users: Korea (62%, 36,98million, 70% smartphone users), Sweden (51%),

USA (49%), France(40%), Germany (38%), Japan (36%), Flurry Analytics in USA, 2014.

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The Era of Big Data

Era of PC

Era of the

Internet/

Mobile

Mainframe

Computer

Data Volume

Data Type

Data Feature

The EB (Exa Byte) Era(end of 90s=100EB)

Introduction of ZB (Zeta

Byte)(2011=1.8ZB)

The ZB Era(‘20=increase 50 times from

‘11 )

Structured data

(database, office information)

Unstructured data

(email, multimedia, SNS)Object information,

cognitive information (RFID,

Sensor, M2M )

StructralizationDiversity, Complexity,

SocializationReality, Real-time

Explosive

increase of

digital

information

SNSWeb2.0

Broadband

1PC/person

Mobile Revolution

www

M2M

Augmented Reality

Artificial Intelligence

(by IDC & EMC, ‘Digital Universe Study 2011’)

IT

everywhere

Era of Big

Data

*Source: Jeong Ji-Sun, New Possibilities of Big Data and Counter Strategies, Mar. 2012, NIA, Korea

• Amount of information to be managed in 2020 will increase by more than 50 times

•Volume of data doubles every 18 months

•Amount of the worldwide digital information in 2011 is roughly 1.8ZB(zeta bytes): 1.8ZB = 1.8 trillion GB = 1.8 x = 1021 Byte


What Do You Think?


*Source: McCafferty, Dennis, How CIOs Really Feel about Technology, CIO Insight, 15350096, 2/20/2014

Gross Enrolment Ratios for Bachelor’s Programs by

Country or Territory, 1980-2011


Increasing Non-traditional Students in Tertiary

Education


*Source:(a) Source: OECD Stat Extracts: http://stats.oecd.org/wbos/Index.aspx?DatasetCode=RENRLAGE, 2006

(b) Enrollment is total tertiary enrollment (full-time ? part-time)

(c) Female and part-time enrollment are the ‘‘female enrollment’’ and ‘‘part-time enrollment’’ of the OECD data

http://stats.oecd.org/wbos/Index.aspx?DatasetCode=RENRLAGE

Demand Forecast for Korean HE: Freshman Class

Sources: MEST&KEDI.(2008); Education Statistics Yearbook 1990~2008 (http://std.kedi.re.kr/index.jsp)

300,000

400,000

500,000

600,000

700,000

800,000

900,000

1,000,000

1990 1995 2000 2005 2010 2015 2020

Nu

mb

er

of

Stu

den

t

’04 (644,962)

’04(642,188)

'99 (850,184)

'08 (582,436)

Year 2004 Year 2018

18-year-olds

FreshmanEnrollment Quota


http://std.kedi.re.kr/index.jsp

What a Sustainable Approach!Umm.. This is

SMART!

*Source: http://gaggiftsrus.com/Smiles/LOL.html


II. A Framework of Lifelong

Education


The Framework of Lifelong Education of Korea

Domains of education Lifelong education systems

Lifelong learning experience:

career, Personal activity records of

study on foreign language, volunteer,

awards, certificates, hobby and

community

activities

Lifelong Learning

Account System

(2010)

Academic Credit

Bank System

(1998)

Learning

experience in

education

institutions

Higher

education

Bachelor’s Degree

Examination for

Self-education (1990)

Secondary

education

Secondary Associate degree

Examination for Self-education (1945)


Secondary Associate degree exam for self-education (1945) Acquire middle & high school Associate degree by passing exam

Bachelor's Degree Examination for Self-educations (1990)

Provide individuals with Bachelor’s degree, who passed examination testing

level of learning on the basis of “The law of earning BA degree by self-study”

Academic Credit Bank System (1998)Conferment of Bachelor’s and associate degrees equivalent to junior college

or university by recognizing various learning programs running out- or inside of schools and certificates as equivalent credits based on “The Article 9 of the Law of Credit Recognition”

Lifelong Learning Account System (2010)Provides individuals with opportunities for recoding and accumulation on their

personal learning account of Learning History Management System in which individuals learning experience are recorded

Everyone is allowed to open personal Lifelong Learning Account for further use of supporting learning design, linking the achievement with equivalent education history and certificate and recognition on learning records


More on the Framework of Lifelong Education

Academic Credit Bank System (ACBS)


An educational system which recognizes diverse types of learning experiences

acquired not only in school but also outside of schools

Allows people with various educational backgrounds to obtain a higher education

degree: bachelor’s degree, associate degree

Implemented in 1998 under “Act of Recognition of Credits, etc…”

Students enrolled has been gradually increasing since 1998: 940,000 in 2013

Accredited Education Institutes

Types of Education & Training InstitutesNumber of Institutes

Ratio (%)

Universities, etc

Lifelong education centers affiliated with universities 141 24.9

Lifelong education centers affiliated with colleges 82 14.5

In-depth courses in colleges 13 2.3

Sub total 236 41.6

Vocational training institutions

Public vocational training institutes 2 0.4

Private vocational training institutes 100 17.6

Sub total 102 18.0

Private learning institutes

Private institutes 20 3.5

Social studies institutes 11 1.9

Arts institutes 8 1.4

Sub total 39 6.9

Education institutions affiliated with the central and local governments 15 0.9

Military education institutes 29 2.6

Lifelong education centers 132 5.1

Institutes for Important Intangible Cultural Properties 9 23.3

Special schools and higher technical universities 5 1.6

Total 567 100.0

Source: Lifelong Learning Guide, National Institute for Lifelong Learning, 1 Dec 2013 CreditBankSy_5Aug2014_DJHwang

Completion of accredited courses through ACBS: taking subjects recognized by

university affiliated lifelong education institutes, private learning institutes, and TVET

institutes, and lifelong education facilities

Certificate acquirements: acquisition of certificates notified by president of National

Institute for Lifelong Learning with the approval of Minister of MOE for some of

certificates approved by public institutes

Pass Bachelor's Degree Examination for Self-educations or courses for

exemption: taking exemption courses or passing level test for self-directed learning

processes

Possession or inheritance of invaluable intangible cultural properties: holders of

important skills or entertainment talents recognized by The Law of Cultural Asset

Protection Law or those taking lessons from intangible cultural assets

Completion of college part-time courses: allow the general to take subjects through

hour registration running at universities or junior colleges, and cyber universities

Acquirements of college credits: recognize the credits taken by those who dropped

out universities or by those who are graduated from junior colleges


Sources of Credits Accrediting by ACBS

Degree Requirements

Source: Lifelong Learning Guide, National Institute for Lifelong Learning, 2013CreditBankSy_5Aug2014_DJHwang

Classification Bachelor’s DegreeAssociate Degree

Remark2 Year 3 Year

Total completion

credits

140 credits or

higher80 credits or higher

120 credits or

higher A minimum of 18

credits should be

taken from ACBS-

affiliated

institutions or other

recognized

institutions

Major subject 60 credits or higher 45 credits or higher 54 credits or higher

General subject 30 credits or higher 15 credits or higher 21 credits or higher

For a bachelor’s degree from a university: rquired 84 credits or higher

For an associate degree from a college: required 48 credits or higher

Candidates who completed the three-year course in college are required to obtain 65

credits

Student Registered in Academic Credit Bank System

(2011-2013)

YearFirst half Second half

Total1QT 2QT Sub total 3QT 4QT Sub total

2011 16,880 53,537 70,417 22,101 28,097 50,198 121,425

2012 17,532 60,470 78,002 21,832 33,937 55,769 133,771

2013 23,726 67,483 91,209 24,506 27,635 52,141 143,350

Source: Lifelong Learning Guide, National Institute for Lifelong Learning, 2013 CreditBankSy_5Aug2014_DJHwang

(unit: persons)

16,880

17,532

23,726

53,537

60,470

67,483

22,101

21,832

24,506

28,097

33,937

27,635

121,425

133,771

143,350

0 20,000 40,000 60,000 80,000 100,000 120,000 140,000 160,000

2011

2012

2013

Total 4QT 3QT 2QT 1QT

Degree conferment

The degree conferred through ACBS is equivalent to a university or college

degree under “The Higher Education Act”

Degree is conferred by the Ministry of Education or the president of the university

or college

Standardized curriculum

The Standardized Curriculum refers to the educational course as regulated by

the Ministry of Education

Provides learners and educational and vocational training institutions with

guidelines on the evaluation of credit and accreditation

Accreditation of programs

Process evaluation and accreditation of curriculum offered by educational and

vocational institutions through approval of courses based on their quality

equivalent to those of a college or university

The educational program is accredited on the basis of subjects (off/on-line

learning) and major, which have been running by various educational and

vocational institutes


Major Considerations on Academic Credit

Bank System

The Standard Curriculum for ACBS

Types Types of academic degreesTotal

Majors

Bachelor

degree

(24)

Home economics, Nursery, Business management, Economics, Engineering,

Tourism, Advertisement, Military, Literature, Information retrieval, Fine arts,

Cosmetics, Law, Healthcare, Criminal investigation, Theology, Arts, Music,

Science, Physical education, Fashion, Oceanology, Public administration

109

Associate

degrees

(13)

Home economics, Business management, Engineering, Tourism, Military,

Agriculture, Industry design, Linguistics, Bio-industry, Arts, Healthcare, Public

administration, Physical education

109

Source: Lifelong Learning Guide, National Institute for Lifelong Learning (NILE), 1 Dec 2013


41 majors included in the first announcement in Feb 1998

Expanded to 109 majors as of Dec 2013 after 19th revision

Requirements for a Bachelor’s or Associate Degree


Classification Bachelor’s DegreeAssociate Degree

Remark2 Year 3 Year

Total credits for completion

140 credits or higher 80 credits or higher 120 credits or higher

Common requirements

Major subject 60 credits or higher 45 credits or higher 54 credits or higher

General subject 30 credits or higher 15 credits or higher 21 credits or higher

A minimum of 18 credits should be taken from ACB S-affiliated institutions or other recognized institutions

Compulsory subjects of a specific major must be satisfied with its credits and coursesDegree conferred by the Ministery od Education

Credits of a university

84 credits or higher 48 credits or higher 65 credits or higherDegree conferred by the University President

A bachelor’s degree from a university: 84 credits or higher of 140 credits

An associate degree from a junior college: 48 credits or higher (2-year) of 80 credits,

65 credits or higher (3-year) of 120 credits

Statistics of Presentation of Degrees


Year Associated degree Bachelor’s degree Total

2011 29,126 (59.9%) 19,478 (41.1%) 48,604

2012 37,571 (65.6%) 19,690 (34,5%) 57,261

2013 44,751 (68.5%) 20,589 (31.5%) 65,340

29,126

37,571

44,751

19,478 19,690 20,589

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000

50,000

2011 2012 2013

Associate degree

Bachelor's degree

(unit: persons)

Conferment of Academic Degrees by Age Group

Year

Age< 24 age 25~30 age 30~40 age 40~50 age 50 age < Total

20115,161

(10.6%)

13,490

(27.8%)

16,915

(34.8%)

9,418

(19.4%)

3,589

(7.4%)

48,604

(100.0%)

20126,262

(10.9%)

12,359

(21.6%)

21,854

(38.2%)

12,314

(21.5%)

4,472

(7.8%)

57,261

(100.0%)

20137,481

(11.5%)

12,187

(18.7%)

24,453

(37.4%)

15,903

(24.3%)

5,316

(8.1%)

65,340

(100.0%)


(unit: persons)

Bachelor's Degree Examination for Self-education

Aims to facilitate self-directed learning activities for lifelong learners by officially

approving self-taught learning results through a 4-stage process of qualifying

examinations

Allows a self-taught learner to attain a bachelor’s degree by passing the required

examinations

A degree is officially conferred by the Ministry of Education

BA degrees of different majors (11): Korean literature, English literature,

Management, Law, Administration, Infantile education (from 3rd level), Home

economics, Computer science, ICT (from 3rd level), Nursery (from 4th level),

phycology


Qualifications for Bachelor's Degree through Self-learning

CreditBankSy_5Aug2014_DJHwangSource: Lifelong Learning Guide, National Institute for Lifelong Learning, 2013

Requirements for Qualification and Examinations


*ISSE (Individual Subject Score Evaluation): Obtaining 60 of the above points out of 100 merits a passing score with

no expiration date

**TSE (Total Score Evaluation): Obtaining 360 out of 600 points in 6 subjects merits a passing score. Individual scores

are inconsequential, as the single overall score yielded determines applicant qualification.

Level Evaluation areaNumber of exams

Pass-measurement

CompulsoryOptional Total

Qualifying Examination for Liberal Arts

Evaluating general knowledge of Liberal Arts courses at the university level

3 subjects 2 out of 15 5 subjects *ISSE

Qualifying Examination for Major-basic subjects

Evaluating knowledge and skills for con-ducting academic research in a given professional field

- 6 out of 8 6 subjects *ISSE

Qualifying Examination for Major-advanced subjects

Evaluating professional knowledge and skills related to the major field of study

- 6 out of 8 6 subjects *ISSE

Comprehensive Examination

Assessing comprehensive knowledge and skills required for bachelor’s degree

4 subjects 2 out of 3 6 subjects*ISSE or

**TSE

Source: Lifelong Learning Guide, National Institute for Lifelong Learning, 2013

Summary of Accredited Credits for Bachelor's Degree Examination for Self-educations

Source: Lifelong Learning Guide, National Institute for Lifelong Learning, 2013 CreditBankSy_5Aug2014_DJHwang

Year

Credit recognition based on different sources

TotalAccredited

subjects Certificates

Self-directed learning

programAffiliated

universities

Important

Intangible

Cultural

Properties

Part-time

coursesPass test

Exemption

courses

20113,772,465

(52.0%)

368,435

(5.1%)

122,840

(1.7%)

3,482

(0.0%)

1,921,036

(26.5%)

419

(0.0%)

1,070,129

(14.7%)

7,258,806

(100.0%)

20125,147,678

(64.5%)

365,940

(4.6%)

145,142

(1.8%)

3,075

(0.1%)

1,838,107

(23.0%)

452

(0.0%)

482,053

(6.0%)

7,982,447

(100.0%)

20134,926,398

(71.4%)

235,448

(3.4%)

85,831

(1.2%)

2,497

(0.1%)

1,327,416

(19.2%)

555

(0.0%)

327,244

(4.7%)

6,905,389

(64.5%)

Accredited subjects are increasing due to the expansion of accreditation for remote based subjects and courses

Accreditation for part-time courses rapidly decreasing due to intensified quality assurance measures taken

Lifelong Learning Account System (LLAS)

Aims to establish the environment in which there are more benefits to those who participate in the lifelong education: the bipolarity of education leads to the bipolarity of income

Manage the individual learning history and results as the social assets for nation’s sustainable growth

Provides individuals with the opportunities for participating in diverse learning program for social inclusion and education equity

Endows the incentives on employment or entrance into higher grades with the accumulation of academic credits after receiving education from the various education institutions and TVET institutes


III. Discussions on Regional

Credit Transfer and

Accumulation System


Tertiary Growth Enrollment Ratios, 1980-2011


*Source: UIS Data Center

Secondary and Tertiary Growth Enrollment

Ratios, 2007-2008

* Korea (98.10%), Australia (77.00%)

Japan (58%), Hong Kong SAR (55.60%),

Malaysia (32.10%), China (22.70%)

Overall Public Tertiary Expenditure as a Share of

GDP


*Source: WDI database, 2011.

Academic Qualifications of Faculty in East Asian

Economies


*Source: Cambodia: HRINC 2010; Indonesia: World Bank Indonesia Higher Education Sector Assessment 2009; Japan: Newby and others 2009;

Mongolia: National Statistical Offi ce data; Philippines: Commission on Higher Education 2010 data; Taiwan, China, and Republic of Korea: China

Higher Education Reform 1997/2009; Thailand: Commission on Higher Education 2008 data and World Bank 2009a; Vietnam: MOET 2005, 2010. —

= not available.

Index of Global Competencies of ASEAN Countries


Total

Secondary

education

enrollment

Tertiary

education

enrollment

Education

system

Brunei 57 12 98 25

Cambodia 111 118 118 58

Malaysia 39 103 61 14

Indonesia 73 95 85 47

Philippines 64 81 76 45

Singapore 2 15 19 3

Thailand 60 92 54 78

Vietnam 96 94 87 72

Source: World Economic Forum, Global Competitiveness Index

Implication of Academic Credit Bank System

Flexibility and openness to higher education: no university entrance exam,

lower barriers to access, selecting time and education institutions for learning

Allow learners to learn and work as well

No limit to earn degrees after first registration to ACBS

Certificates and lifelong learning programs and TVET programs taken are

recognized as credits -> minimize redundancy

No full-time students, but part-time students

Not need to establish large scale universities

Quality assurance and management can be possible through various

evaluation and its recognition

Self-directed learning can be allowed

Provide students who dropped out or held academic degrees with opportunities

for earning new degrees

Minimize government financial investment on education

Allow self-directed learning

Freedom of changing majors

Easy to change majors

Source: Lifelong Learning Guide, National Institute for Lifelong Learning, 1 Dec 2013CreditBankSy_5Aug2014_DJHwang

Issues of Regional Academic Credit Bank System

in APEC Region (RACBS)

Types of implementation: Establish an independent dedicated organization (Regional Academic Credit

Bank?)Regional council based on mutual agreementNational level implementations: lifelong learning city, learning resource center Feasibility study at regional level: benchmarking, survey, working groupOthers: mixed approach

Issues to be discussed Governance: organizational structure, financing, coordination function, expert

committee, infrastructure, management of learning records and history oflearners

Degree conferment: authority, requirements, guideline

Standardized curriculum: educational courses, subjects, credits

Common guideline of accreditation: education institutions and TVET institutes, quality assurance, accrediting guideline of lifelong learning experience and learning experience in education

Others: multicultural awareness, mismatch between regional guideline and national guideline, interrelate with NQFs and AQF


IV. Conclusion


Conclusion

Need to pay attention to the Framework of Lifelong Education of Korea as a

synthetic approach to address issues of higher education and lifelong learning

facing Asian countries

Now open for cooperation and discussion on credit transfer and management

system: implementation, governance, QA, and operation for sustainability,

interrelate with AQF

Encourage further discussion on how to benefit from the ACBS at regional level: a

regional educational cooperation projects in the higher education and lifelong

education to challenge Lifelong Learning For All (the UNESCO agenda) in 2030

Strengthening strategic partnerships on lifelong learning: between member

economies, ASEAN+3, SEAMEO, UNESCO, and other international organizations


Thank You

감사 합니다

Dae-joon Hwang, Ph.D.Secretary General of Korean Council for University [email protected]

13th Session of the Regional Committee on the Recognition of Qualifications in Higher

Education in Asia and the Pacific, Colombo, Democratic Socialist Republic of Sri Lanka


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