Degrees in ASEAN and Europe

Transcription

1 Degrees in ASEAN and Europe SHARE Policy Dialogue 24 February 2016 Michael Gaebel European University Association/ Share Consortium

2 Degree Structures in the ASEAN Region State of Play Report (2016) commissioned by SHARE The authors: We welcome your ideas, feedback and questions... Mr. Wesley Teter Visiting Scholar, Faculty of Graduate Studies Mahidol University Dr. Nopraenue S. Dhirathiti Deputy Dean for International Relations and Corporate Social Communication Faculty of Graduate Studies & Assistant Professor Faculty of Social Sciences and Humanities Mahidol University

3 Aims overview of higher education degree structures in the ASEAN region, including major degree types, how they are defined (e.g. degree descriptors) map similarities and differences between systems major degree and credit recognition roadblocks Impact of degree structures ASEAN higher education integration (e.g. academic progression pathways, regional mobility, and mutual recognition policies) Improvement Methods and timeline Analysis of secondary statistical data, document analysis 30 semi-structured interviews 4 student focus groups in Cambodia, Indonesia, Viet Nam and Thailand), July-December 2015

4 Findings Mapping degree structures across the ASEAN region Degree Structures Bru Cam Laos Indo Mal Mya Phil Sing Tha Viet Doctoral Degree X X X X X X X X X X Higher Graduate Diploma X X Master s Degree X X X X X X X X X X Postgraduate and Specialist X X X X Certificate/ Diploma Bachelor s Degree X X X X X X X X X X Graduate Diploma X X X X Associate Degree X X X X X Advanced Diploma X X X X X Diploma X X X X X X Higher/ Advanced Certificate X Certificate X X X Same same, but...different

5 Findings: Recognition Little official information on recognition Obstacles for recognition even in exchange programmes Reputation of the institution & system rather than the actual degree/ course Recognition policies and practices in higher education are diverse and not fully transparent. Online and distance degrees are not universally recognised by ASEAN countries, even when they are quality assured by Member States within the region Little is known about implementation of nine ASEAN Mutual Recognition Arrangements (MRAs), including how they interrelate with AQRF/NQFs

6 Findings: link with other ed sectors Common pathway from upper secondary to higher education (pending planned reforms in Myanmar and Philippines) Higher education and TVET distinguished, but demarcation lines and pathways between the two systems are somewhat less defined New alternative pathways to higher education in some countries (Malaysia, Singapore): assessment/recognition of prior knowledge, experience

7 Findings: intra-asean mobility The lack of a unified credit transfer system Short term mobility mainly for students from flagship public institutions and capital regions (resources, information and guidance) Student feedback: recognition issues less of a concern - psychological, language, and financial barriers (e.g. motivation to study in another ASEAN country, Englishlanguage ability, or funding related issues) Data patchy: Quantitative data on student mobility Information on mobility opportunities

8 How are student learning outcomes integrated with efforts to align QF, QA and Recognition Policies in ASEAN? Source: Adapted by Teter and Dhirathiti from Campbell-Dorning, October 2015

9 And Europe? Bangkok, Feb. 2016

10 Bologna Process Initiating common European degree structure Bachelor, Masters, Doctorates Credits (ECTS) study duration - learning outcomes student centred Mobility: credit & degree mobility Recognition (Lisbon Recognition Convention) European Dimension of QA: ESG QF of the European HE Area (HE only) Dublin Descriptors Diploma supplement

11 A Bachelor is a Bachelor is a Bachelor Report by the EHEA Pathfinder Group on Automatic Recognition, 2015

12 2010: achievements and challenges Degree cycles have been implemented but very diverse Substantial variation in credit numbers & use Learning outcomes patchy implementation Increased mobility but lower than expected Recognition policy: substantial difference Recognition practice of credits and degrees problematic Diploma supplement not used or not useful? Progress on QF & QA contribution to better, more flexible learning, more student centred? Instruments and structures no guarantee for quality, student centred learning new issues : focus institutional reform implementation, proper assessment/ data; building trust, ensuring ownership, role of teachers teaching enhancement

13 European Union policy & instruments European Credit Transfer System (1980s) Erasmus mobility Support to Bologna Reforms and internationalisation 2007 EU Qualification Framework for Lifelong learning no ECTS European Research policy + funding (FP7, horizon) European Common Market: Mobility of goods, services and people ECVET credit system for VET but not mainstreamed Since 1970 s: Recognition of professional qualifications Emerging framework for Union-wide recognition of professional qualifications: conditional automatic recognition in 7 professions: nurses, midwives, doctors, dentists, pharmacists, architects and veterinary surgeons Ongoing innovation: common training frameworks (competence-based curricula), professional Card etc. Recently: ECTS for continued professional education

14 Changing landscape I Growing demand for mobility within and between systems: more professional mobility (EU policy, globalisation, economic crisis) demographic development: skills shortage social inclusion: integration of migrants & refugees into education and work Policy pressure for recognition of prior learning (formal, unformal) Flexible learning paths, LLL: more flexible, easier to access (digital, blended)

15 Changing landscape II New ways of education provision: open learning - MOOCs competency based education providers (for-profit) microcredits, batches, nano-degrees unbundling (learning provider learning validator) challenge for traditional degree awarding monopolists (=HEI)?

16 Massachusetts Institute of Technology: 2 year Master 1 year MOOC learning free online programme 1 year fee-based study at MIT

17 HE today and tomorrow Purpose of HE degrees is changing: skills, labour market relevance increasing HE participation benefits for individuals and society change in the institutional mission relation with but also distinction from other sectors quality challenge - but what is quality? reputation of institution? Built on age? research performance? Transparency and navigability of systems, institutions & learning offer Degrees not just the title Being able to describe/demonstrate quality, value Input & output (learning outcomes) LLL

18 Opportunities for HE in national & regional policy reform processes ARQF opportunity: learning outcomes, QA, link to different ministries Call for action: role of HE sector in the ongoing process Institutions & organisations to collaborate complement ministerial efforts joining the dots shift to learning outcomes defined programmes agreement on one credit transfer system pressure for recognition (Asia-Pacific Convention) Implementation: policy support, infrastructure, resources intra-asean mobility a driver for institutional and system change The higher education contribution to the ASEAN (Economic) Community

19 A Bachelor is a Bachelor is a Bachelor Report by the EHEA Pathfinder Group on Automatic Recognition, 2015

20 Lessons for ASEAN? Avoid overlapping/ contradicting policy processes and instruments Policy reforms faster than implementation Avoid nominal implementation Proper assessments of reform implementation and impact (data) Combine top down and bottom up Ensure tangible benefits of reform efforts (avoids frustration creates motivation)