QUALITY OF THE TRANSNATIONAL EDUCATIONQUALITY OF THE TRANSNATIONAL EDUCATION

Prof Jeanette Prof Jeanette HacketHacket PVC International & EnterprisePVC International & EnterpriseCurtin University of Technology Curtin University of Technology Perth, Western AustraliaPerth, Western Australia

TE DEFINITION: All types of higher education study programs & educational services (including distance education) in which learners are located in a country different from the one where the awarding institution is based. (UNESCO/ Council of Europe)

MAGNITUDE OF TE e.g. Australia:In 2003- 60,000 TE students in Australian universities, comprising 33% of total international enrolment.

By 2025 it is predicted that TE enrolment in Australian universities will increase to 430,000. (IDP Global Student Mobility 2025 research).

TE GROWTH DRIVERSCountries where: -there are insufficient HE places for demand from qualified students (high % of young people, rapid economic growth, rising per capita income), -education system does not meet needs of students with diverse backgrounds e.g. part-time students, choice of language, range of programs. (IAU)

TE: KEY ISSUES-relevance to personal needs of student, labour market needs and policy objectives of country, -objectives of TE program,-quality of TE program,-comparability of standards: inputs, processes, outcomes -recognition of qualification, -student access to TE program, -free vs fee paying, public vs private provision

TE: KEY CHALLENGES -Managing differences-Curriculum development-Legal & policy framework- regulatory lag and jurisdictional limit

-Quality assurance & consumer protection-Collaborative relationship capability building -Access & transparency for provider

ACCESS: FREE vs FEE PAYING, PRIVATE vs PUBLIC?Debate on ‘Knowledge as a public good, private good or a public service’? Diversification of funding from public & private sources can support wide access to HE.(John Daniels AD-G UNESCO)Industrialised countries: with tuition fees and bursary schemes enrol more students in HE & from broader socio-economic base than those where HE is free.Developing countries:?? e.g.Malaysia, Korea, Ghana

MANAGING DIFFERENCES IN TE DELIVERYStudents with different backgrounds & needs, Mode of delivery: different facilities, different staff, face-to-face, distance ed, on-line, mixed mode, use of ICT. Collaborative partnershipsProfit motives: free or fee paying (public vs private?) traditional not-for-profit universities, for- profit institutions.Policy and legal regulation: by importer and exporter country governments, by quality agencies, by institutions,

QUALITY ASSURANCE & CONSUMER PROTECTION

No enforceable international law governing quality of TE programs.Some importer country governments are developing own policy & regulation to ensure that:TE programs are consistent with national policies, TE programs are subject to quality assurance, andTE students have appropriate consumer protection

QUALITY ASSURANCE & CONSUMER PROTECTION

e.g. Hong Kong SAR: Non-local Higher and Professional Education (Regulation) Ordinance- framework to regulate quality, operation and marketing- registration requires that institution be recognised, effective measures to maintain comparability to institution in home country.

QUALITY ASSURANCE & CONSUMER PROTECTION

e.g. Malaysia: Education Act, Private Institutions of Higher Education Act, National Higher Education Board Act, National Accreditation Board Act.China: Regulation of PRC on Sino-foreign Cooperation for Running of SchoolsSingapore: approved by and registered with Ministry of Education

QUALITY ASSURANCE & CONSUMER PROTECTION

Exporter countries: Policy development has lagged and there are legal jurisdictional constraints. Many TE export activities commenced before exporter governments developed policy and regulation to govern quality of TE programs offered by their universities and to protect reputation of exporter countries’ education sector.

QUALITY ASSURANCE & CONSUMER PROTECTIONe.g. United Kingdom: UKQAAHE Code of Practice: Collaborative Provisions, Distance Education Australia: National Protocols, AUQA audits, AVCC Code of Ethical Practice in the Provision of Education to International Students by Australian Universities United States:Principles of Good Practice in Overseas Education Programs for Non-US Nationals endorsed by regional institutional accrediting commissions

QUALITY ASSURANCE Debate on an International Code of Conduct to regulate TE? -Global Alliance for Transnational Education (GATE)-OECD/IMHE International Quality Review Process(IQRP)-UNESCO/Council of Europe Code of Practice for the

Provision of Transnational Education-Other external systems

UNESCO/Council of Europe Code of Practice for the Provision of Transnational Education principles require:

-TE comply with national legislation on HE in receiving and sending countries, and -academic quality & standards of TE programs be comparable to those of awarding & receiving countries.

Compliance????????

AUSTRALIAN NATIONAL PROTOCOLS FOR HIGHER EDUCATION APPROVAL PROCESSESregulate international provision by Australian universities. The Australian Universities Quality Agency audits TE programs of Australian universities to assess the effectiveness of universities quality assurance procedures, the effectiveness of achievement of the stated goals, and compliance with the National Protocols.

AUSTRALIAN NATIONAL PROTOCOLS FOR HIGHER EDUCATION APPROVAL PROCESSES

The Protocols specify that for transnational provision, Australian universities are responsible for:-quality assurance and -must maintain at least equivalent standards to those provided at the home institution.

AUSTRALIAN POLICY DEVELOPMENTOctober 2003 Australian government Ministerial Statement on Internationalisation of Australia Education: ‘Engaging the World through Education’

Australian government will codify a framework for good practice in QA for TE education. Quality assurance system to be promoted as competitive advantage.

Australian framework for good practice in TE education will require providers to:

- comply with law of importer country-offer TE courses which are accredited in Australiaand with commensurate standards for award- due diligence & accreditation checks on TE partners-submit to independent audits-conduct & publish student satisfaction surveys

IMPACT OF GATS on TE?-GATS is multilateral legally enforceable agreement governing international trade in services, which promotes reduction of barriers to trade. -GATS schedules list a country’s limitations on market access and national treatment. Governments choose the extent of commitments.

IMPACT OF GATS on TE? Debate on impact of GATS on:

- national control of education policy,- impact of privately provided HE- impact on national education institutions

Education sector is one of least committed service sectors under GATS.Many countries permit TE programs, even though not making GATS commitments for education sector.

ENHANCING QUALITY ASSURANCE OF TE -Importer & exporter countries developing policy & regulation-International registration of provider institutions-International mutual recognition of QA and accreditation-Enhanced recognition systems of foreign qualifications e.g. UNESCO/Council of Europe Lisbon Recognition Convention-GATS may enhance transparency