Download - Improving the recognition system Prof. Andrejs Rauhvargers President, Lisbon Convention Committee
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Improving the recognition system
Prof. Andrejs Rauhvargers President, Lisbon Convention Committee
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Improving the recognition system Prof. Andrejs Rauhvargers President, Lisbon Convention Committee
studies
employment
?
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Want to complicate something? - Start with DEFINITIONS!
So, in how many senses do we talk about ”recognition”?
• Recognition of a higher education institution
• Recognition of a higher education programme
• Recognition of an individual qualification - nationally
• Recognition of an individual qualification abroad
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Mom, I am coming home!Oh, yes, they RECOGNIZED my diploma, they only couldn’t fit me in to any job or programme...
Is a formal it to statement “we recognize this qualification” enough?
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A definition of recognition for Bologna process
Recognition =
evaluation a foreign qualification with a view to find it’s right path in the host country’s a) education or b) employment system
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Outcome of recognition is purpose - depending
Recognition of a qualification depends
• on the qualification itself (properties of issuing education system),
• on the purpose, for which it is sought,
• on the properties of the host system
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Recognition – children’ s play?
QualityAssuranc
eNationalimplemen-
tation
Learning Outcome
s
Legal framewo
rk Qualificationsframeworks
Tuning
New degrees
Old degrees
Credits
Non-national qualif.
Joint degrees
Transnat.education
Information,DS Recognitio
n L L L
Labour market
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Legal framework of the Lisbon Convention
• Lisbon Recognition Convention (1997)
• Recommendation on the recognition of
international access qualifications (1999)
• Recommendation on Criteria and Procedures
(2001),
• Code of good practice in the provision of
transnational education (2001)
• Recommendation on the recognition of joint
degrees (2004)
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Basic principles
• right to fair recognition,• Recognition of comparable level
qualifications if no substantial differences are evident,
• The burden of proof – on the competent authority
• Mutual trust among Parties and information provision
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Mobile graduate’s prayer... and forgive
us our differences as we forgive those who differ from us ...
Equivalence
Recognitio
n
A
cceptance
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Substantial differences may be in
• learning outcomes and competencies,
• access to further activities, may even be legally stipulated – but they should follow from learning outcomes
• key elements of the programme, are important only with a view of learning outcomes to be achieved
• quality of the programme/institution
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What happens if the differences ARE substantial?
The recommendation is: look for possibilities for alternative or
partial recognition
At professional recognition under EU general systems’ directives:
If the differences are substantial, the applicant can chose between – aptitude test or – adaptation period
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National implementation
• Ratification of the Convention,• Introduction of Diploma Supplement and
ECTS
Is that enough?
• Establishing and maintaining an ENIC centreLess developed issues• change of national legislation,• actual implementation of the principles of
the Convention
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Institutional implementation
• 60% HEIs say their staff is not very aware or completely unaware of LC principles
• only 58% of HEIs had an institution-wide procedure recognition of foreign degrees
• no institution-wide recognition policy, decisions taken on a case-by-case basis
• little cooperation between institutions and ENICs/ NARICs - more than 50% of the surveyed HEIs say they don’t cooperate or even don’t know what ENIC/NARIC was
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Reform of degree system – what impact on recognition?
• „programmes leading to [bachelor] degree may, and indeed should have different orientations and various profiles in order to accommodate a diversity of individual, academic and labour market needs”
• master degrees: already Trends II report indicated at least seven different purposes of Master degrees in Europe + introduction of two-tier structures across HE systems increases diversity even further.
Thus, reform of degree system increases transparency, but also increases diversity,
which means – easier to give formal recognition,
but more efforts needed to locate in host system.
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Lifelong learning
Studies/training
Award of qualifi-cation
Nationalrecognition
Internationalrecognition
Which stage is the bottleneck?
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Some conclusions from the general part (II)
There is a need to• actually embed the principles of the
Convention into both national legislation and institutional policies,
• substantially raise institutional awareness at all levels regarding recognition issues and the international legal framework,
• Create/ improve institutional recognition practices,
• create a positive attitude towards foreign qualifications and willingness to find the way how they can be used it in the host countries.
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Some conclusions from the general part
• For the needs of Bologna process it is not enough to formally grant recognition – success of the EHEA requires proper positioning foreign qualification in the host country’s education or employment system
• The international legal framework for the recognition in the European Higher Education Area is well established and emerging needs are being properly addressed.
• There is a notable progress in the ratification of the LC after the Berlin ministerial meeting.
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QualityAssurance
Nationalimplemen-
tation
Learning Outcome
s
Legal framewo
rk Qualificationsframeworks
Tuning
New degrees
Old degrees
Credits
Non-national qualif.
Joint degrees
Transnat.education
Information,DS
L L L
Labour market