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Global Trends in Quality Assurance: quality and qualifications
Susanna Karakhanyan, PhDINQAAHE President
Learning objectives and future preparedness – towards 2030
IPOE Forum 2018: Creating Advanced Learning ExperiencesNovember 12th, 2018
Bangkok
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The International Network of Quality Assurance Agencies in Higher Education
CANADA
ALASKA (USA)
MEXICO
COLOMBIA
VENEZUELA
BRAZIL
PERU
BOLIVIA
HONDURAS
NICARAGUA
ECUADOR
GUYANA
SURINAMEFRENCH
GUIANA
COSTA RICA
PANAMA
GUATEMALA
CUBA
PARAGUAY
ARGENTINA
URUGUAY
CHILE
GREENLAND
ICELAND
NORWAY
SWEDEN
FINLAND
DENMARK
ESTONIA
LATVIA
LITHUANIA
POLAND
BELARUS
GERMANY
CZECH
REPUBLIC
BELGIUM
FRANCE
SPAIN
PO
RT
UG
AL
SWITZ.
AUSTRIAHUNGARY
ROMANIA
BULGARIA
ITALY
UKRAINE
TURKEYGREECE
SYRIA
IRAQ
SAUDIARABIA
YEMEN
OMAN
UAE
EGYPTLIBYA
ALGERIA
MOROCCO TUNISIA
WESTERN SAHARA
MAURITANIA
MALI
NIGER CHAD
SUDAN
ETHIOPIA
SOMALIAUGANDA
SENEGAL
GUINEA
LIBERIA
COTE
D’IVOIRE
BURKINA
GHANA
NIGERIA
CAMEROON
CENTRALAFRICAN REPUBLIC
GABON CONGO
DEMOCRATICREPUBLIC OF
CONGO
KENYA
TANZANIA
ANGOLA
ZAMBIA
NAMIBIA
BOTSWANA
ZIMBABWE
REPUBLICOF SOUTH
AFRICA
MADAGASCAR
KAZAKHSTAN
GEORGIA
IRAN
UZBEKISTAN
TURKMENISTAN
AFGHANISTAN
KYRGYZSTAN
TAHKISTAN
PAKISTAN
INDIA
CHINA
NEPAL
MYANMAR
THAILAND
SRI
LANKA
MONGOLIA
NORTH
KOREA
SOUTH
KOREA JAPAN
TAIWAN
CAMBODIA
LAOS
VIETNAM
PHILIPPINES
MALAYSIA
INDONESIA
PAPUA
NEW GUINEA
AUSTRALIA
NEWZEALAND
UNITED STATES of AMERICA
REPULIC OF
IRELANDUNITED
KINGDOM
DENMARK
ESTONIA
LATVIA
LITHUANIA
NETHERLANDS
BELGIUM
AUSTRIA
SLOVAKIA
HUNGARY
GREECE
CANADA
ALASKA (USA)
MEXICO
COLOMBIA
VENEZUELA
BRAZIL
PERU
BOLIVIA
HONDURAS
NICARAGUA
ECUADOR
GUYANA
SURINAMEFRENCH
GUIANA
COSTA RICA
PANAMA
GUATEMALA
CUBA
PARAGUAY
ARGENTINA
URUGUAY
CHILE
PO
RT
UG
L
SYRIA
IRAQ
SAUDIARABIA
YEMEN
OMAN
UAE
EGYPTLIBYA
ALGERIA
MOROCCO TUNISIA
WESTERN SAHARA
MAURITANIA
MALI
NIGER CHAD
SUDAN
ETHIOPIA
SOMALIAUGANDA
SENEGAL
GUINEA
LIBERIA
COTE
D’IVOIRE
BURKINA
GHANA
NIGERIA
CAMEROON
CENTRALAFRICAN REPUBLIC
GABON CONGO
DEMOCRATICREPUBLIC OF
CONGO
KENYA
TANZANIA
ANGOLA
ZAMBIA
NAMIBIA
BOTSWANA
ZIMBABWE
REPUBLICOF SOUTH
AFRICA
MADAGASCAR
IRAN
UZBEKISTAN
TURKMENISTAN
AFGHANISTAN
KYRGYZSTAN
TAHKISTAN
PAKISTAN
INDIA
CHINA
NEPAL
MYANMAR
THAILAND
SRI
LANKA
MONGOLIA
NORTH
KOREA
SOUTH
KOREA JAPAN
TAIWAN
CAMBODIA
LAOS
VIETNAM
PHILIPPINES
MALAYSIA
INDONESIA
PAPUA
NEW GUINEA
AUSTRALIA
NEWZEALAND
RUSSIAN FEDERATION
MEXICO
COLOMBIA
VENEZUELA
BRAZIL
PERU
BOLIVIA
HONDURAS
NICARAGUA
ECUADOR
GUYANA
SURINAMEFRENCH
GUIANA
COSTA RICA
PANAMA
GUATEMALA
CUBA
PARAGUAY
ARGENTINA
URUGUAY
CHILE
PO
RT
UG
L
SYRIA
IRAQ
SAUDIARABIA
YEMEN
OMAN
UAE
EGYPTLIBYA
ALGERIA
MOROCCO TUNISIA
WESTERN SAHARA
MAURITANIA
MALI
NIGER CHAD
SUDAN
ETHIOPIA
SOMALIAUGANDA
SENEGAL
GUINEA
LIBERIA
COTE
D’IVOIRE
BURKINA
GHANA
NIGERIA
CAMEROON
CENTRALAFRICAN REPUBLIC
GABON CONGO
DEMOCRATICREPUBLIC OF
CONGO
KENYA
TANZANIA
ANGOLA
ZAMBIA
NAMIBIA
BOTSWANA
ZIMBABWE
REPUBLICOF SOUTH
AFRICA
MADAGASCAR
IRAN
UZBEKISTAN
TURKMENISTAN
AFGHANISTAN
KYRGYZSTAN
TAHKISTAN
PAKISTAN
INDIA
CHINA
NEPAL
MYANMAR
THAILAND
SRI
LANKA
MONGOLIA
NORTH
KOREA
SOUTH
KOREA JAPAN
TAIWAN
CAMBODIA
LAOS
VIETNAM
PHILIPPINES
MALAYSIA
INDONESIA
PAPUA
NEW GUINEA
GREENLAND
ICELAND
NORWAY
SWEDEN
FINLAND
DENMARK
ESTONIA
LATVIA
LITHUANIA
POLAND
BELARUS
GERMANY
CZECH
REPUBLIC
NETHERLANDS
BELGIUM
FRANCE
SPAIN
PO
RT
UG
AL
SWITZ.
AUSTRIA
SLOVAKIA
HUNGARY
ROMANIA
BULGARIA
ITALY
UKRAINE
TURKEYGREECE
DENMARK
ESTONIA
LATVIA
LITHUANIA
NETHERLANDS
BELGIUM
PO
RT
UG
AL
AUSTRIA
SLOVAKIA
HUNGARY
GREECEPO
RT
UG
L
AUSTRALIA
NEWZEALAND
REPULIC OF
IRELANDUNITED
KINGDOM
ALASKA (USA)
UNITED STATES of AMERICA
CEENQA2001
ENQA2000
RIACES2003
ANQAHE2007
APQN2003
AfriQAN2009
CANQATE2004
CHEA1996
INQAAHE as the oldest global network established in 1991
Bangkok, 2018
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INQAAHE: a brief overview
A world-wide association of about 300 organisations active in the theory and practice of quality assurance in higher education. The great majority of its members are quality assurance agencies that operate in many different ways, although the Network also welcomes (as associate members) other organisations that have an interest in QA in HE.
The Role
The central purpose and role of INQAAHE is to promote and advance excellence in higher education through thesupport of an active international community of quality assurance agencies. In order to achieve this goal, thenetwork focuses on the development of the theory and practice of quality assurance, the exchange andunderstanding of the policies and actions of its members, and the promotion of quality assurance for the benefit ofhigher education, institutions, students and society at large.
The Mission
First ever QA Network established in 1991 as an inclusive, umbrella organization for educational organizations dealing with quality assurance of tertiary education
www.inqaahe.org
Bangkok, 2018
A Global Enhancement Platform for HE Providers
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1991
19951993
CONFERENCEHong Kong 1991Montreal 1993Utrecht 1995Kruger Park 1997Santiago 1999Bangalore 2001Dublin 2003Wellington 2005Toronto 2007Abu Dhabi 2009Madrid 2011Taipei 2013Chicago 2015Bahrain 2017Sri Lanka, 20191999
1997
2003
2001
2007
20092011
2013
2015
FORUMParis 1998Budapest 2000Kingston 2002Muscat 2004The Hague 2006Buenos Aires 2008Windhoek 2010Melbourne 2012Tallinn 2014Nadi 2016Mauritius 2018Moscow 2020
1998
2000
2004
2004
2008
2010
2012
2014
2016
2018
2002
INQAAHE annual events: global coverage
2019
2020
The annual events are moving around the globe: no INQAAHE event is held in the same place in two consecutive years
5
We are driven by internationalization principle: the set up
Bangkok, 2018
International Board of Directors
Over 300 members from all over the world
The Secretariat is moving around the globe once per 2-4 years. Currently hosted by AQU Catalunya, Spain
The organization is registered in New Zealand
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A glimpse of major activities
Internationally peer-reviewed journal
Quarterly bulletin and communiques
INQAAHE Funding Scheme – annual allocation of grants for capacity building and research
INQAAHE Quality Assurance Program at the University of Melbourne and Open University of Catalunya
Recognition of quality assurance agencies against GGPs
Bangkok, 2018
R&D: A Global Study on EQAAs and IQAAs
Biennial forums and conferences: INQAAHE Conference 2019 is to take place in Sri Lanka, 25-28th of March, hosted by QAAC
Training and certification of external reviewers
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Outline
Bangkok, 2018
Global trends in higher education: disruptions, diversity of provisions, challenges to quality
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Major Technological Revolutions in Education: diversification and relevance
Intro of phonetic alphabet in 1050 BC
Intro of mass-produced books (16th century)
Intro of e-learning/distance education and mobile devices (21st century)
Bangkok, 2018
A fundamentally altered, unpredictable, rapidly
diversifying and changing landscape
Are we still
relevant?
9Bangkok, 2018
Impossible to predict and rapidly changing…
- Half of today’s jobs will not exist by 2025 - 65% of enrollees in primary schools will have jobs
that do not currently exist- 75% of professions will be STEM related
World Economic Forum, 2016 The British Council Report, 2017
Even attempts to predict sometimes fail….
v
As per Monster.com, these are 7 work skills most marketable to employers in 2018
- Problem solving - troubleshoot and solve problems independently- Data analytics - experience with data analytics and computational thinking, whether
it’s programming, coding, or machine learning- Social media literacy
- Creativity - fresh ways to approach jobs- Resiliency – ability to take a hit as well as a win
- Good business sense- Willingness and ability to learn
https://www.monster.com/career-advice/article/work-skills-2018-1217
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Major trends in Higher Education and Quality Assurance: confronting realities
Bangkok, 2018
Div
ersi
fica
tio
n o
f:
needs and public demand
learners
Providers & credentials
funding
outcomes
VS
Co
nven
tion
al:
Teaching and learning methodologies
Student assessment
QA: Input driven approach usually with a binary decision Not designed to fit alternative providers
Faculty professional development
MOOCs, online Boot campuses & Nano credentials Industries and other alternative providers Transnational Competency-based education
Individual learning preferences Age groupLLL and RPL
Increasing cost and debts New finance modelsReduced government allocations
Rapidly changing workforce demandsIncreasing demand for transparency and accountability , declining trust and concerns of value and return on investments
Knowledge production Qualifications Retention and completion challenges Value and return on investments
Qualification recognitionLimitations for recognition alternative credentials data sources
Proliferation of data from a diversity of stakeholders and sources
Can a system built on conventional approaches and implementing traditional methodologies be expected to
assure the quality of increasingly diversifying demands, provisions and offers?
Imitation vs. creativityIsomorphism vs. diversity
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INQAAHE Global Study on QA (2017-2018): in cooperation with regional networks and university associations
Bangkok, 2018
- External Quality Assurance Agencies - Internal Quality Assurance Agencies
To understand the trends in external and internal quality assurance globally: all levels and modes
To identify the major challenges
To provide recommendations for future investments
To promote relevance of QA to benefit our members and HE community at large
- The Arab Region - Africa- Latin America and the Caribbean- Western Europe- Eastern Europe- Northern America- Asia-Pacific
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U N I T S O F A S S E S S M E N T
Higher educationinstitution
Program Student
External quality assurance agency
- Licensure/authorization- Government
authority/ministry
- Intermediate audits/monitoring
- Buffer body,- An independent agency, - professional organizations
- N/A
- MoE and/or agency - HEIs
- Licensure/authorization- Government
authority/ministry
- HEI
- Buffer body,- An independent agency, - professional organizations
- Professional associations- Government supported
entities
- MoE and/or agency - HEIs
- Admission tests- HEI
- HEI
- Assessment of learning outcomes
- Licensure/certification- Professional associations- Government entities
- N/A
- Government decree or authorization
- Private provider/NGO
- Audits/inspections
- National and international auditing- QA networks - overarching QA
standards/good practices
- N/A
- National governments- International QA networks
Entry point/initial assessment
Monitoring/enhancement
Accountability/credibility
Professional Certification
Public information
F U
NC
TIO
NS
Functions of national quality assurance framework: theory/global practice vs. trends
Bangkok, 2018
Proxies
The core
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Quality and Recognition: what are we missing?
Bangkok, 2018
Mis
sin
g e
lem
en
ts
Recognition of
Qualifications
- Operationalize Regional Conventions on the Recognition of Studies, Diplomas and Degrees in Higher Education;
- Map implementation of the UNESCO Global Recognition Convention to be adopted in 2019. QA is one of its major components
- Ensure measurement of learning outcomes/learning gain - Establish and strengthen the links with the labor market and measurement
of employability - Ensure coverage of diversity of higher education providers, profiles,
performance - Ensure relevance of qualifications - Provide for inclusive education, LLL, RPL
Recognition of R&D Outputs
and Outcomes
- R&D - Doctoral programmes- Research outputs- Knowledge development and transfer (links with the labor market)
Recognition of Quality Assurance Outcomes
- Revamp the QA frameworks (IQA and EQA) to promote relevance, while taking into consideration the international trends and local needs;
- Operationalize international, regional and national recognition of the external quality assurance provisions for enhanced recognition of the HE outputs and outcomes
- Increase stakeholder engagement- Enhance transparency and accountability
14Bangkok, 2018
Major trends in Higher Education and Quality Assurance: alternative approaches
Australia
UK and some EU countries
The USA - EQUIP - CHEA Quality Platform- Alternative gatekeeping system- Entangled solutions QA standards - EEQ CERT- Council on Integrity in Results Reporting
Standards - U.S. Chamber of Commerce Foundation
Employer-led Quality Review - HE Innovation Act- HE Reform and Opportunity Act- Accreditation reform and enhanced
accountability act- The college Scorecard- Accreditor dashboard - Ranking systems
- TEF- REF- Risk-based reviews
- HE Act- Risk-based reviews
- Educational context- Quality definitions- Who defines quality - Who assesses quality - Role of money
Attempt to: - Address diversification - Outcome driven - Capitalize on the importance of the stakeholder
engagement- Increased transparency and accountability - Address conflict of interests - Competency-based- Aim at ensuring recognition of awarded qualifications
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Recognition mechanisms
Regional and Global Conventions
Qualifications frameworks (e.g. national, sectorial, transnational)
Regional recognition and equalization bodies (e.g. ENIC-NARIC in Europe)
National legal and regulatory frameworks
National recognition and equalization bodies
Quality assurance
HEI arrangements
Bangkok, 2018
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Global recognition: challenges and opportunities
Where do we stand in terms of operationalization of the UNESCO Regional Recognition Conventions?
How can EQAAs be better prepared to face the challenges related to global recognition?
Bangkok, 2018
The world is moving toward establishing global recognition
of higher education qualifications
UNESCO Global Convention on the
Recognition of Higher Education
Qualifications, 2019
UNESCO Global Recognition Convention to be adopted in 2019
- Open and fair recognition of qualifications as a universal right
- International coherence in recognition processes- Recognition across regions- Recognition as an enabler for quality enhancement of HE- Raising the profile and importance of recognition
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INQAAHE Board&Secretariat
Susanna KarakhanyanPresident
Armenia, the UAE
Leah K. Matthews Vice President, the
USA
Vivek Ramnarain, Treasurer, Maurtius
Marti Fa Casadesus,
Secretary, Spain
Angela Yung-Chi Hou, Taiwan
Salim Ahmed Khan, Pakistan
Karen Treloar, Australia
Erika Soboleva, Russia
Juan Carlos del Castillo Vázquez,
Mexico
Mike Kuria, Uganda Orla Lynch, Ireland
Anely Ramirez, Chile
Conchita Herruzo - Secretariat
Beatriz Calzada-Secretariat
Bangkok, 2018
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For more information
OR
INQAAHE Secretariat
C. dels Vergós 36-42, 08017 Barcelona, Spain
www.inqaahe.org
