Higher education in Asian countries and the role of international ...
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Higher education in Asian countries and the role of international ...
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33rd session <strong>of</strong> its General Conference <strong>in</strong> October 2005. The text was prepared through three<br />
draft<strong>in</strong>g meet<strong>in</strong>gs where all <strong>countries</strong> <strong>in</strong> <strong>the</strong> world were <strong>in</strong>vited as well as various non-<br />
governmental organizations. With<strong>in</strong> <strong>the</strong> OECD, <strong>the</strong> Guidel<strong>in</strong>es were launched <strong>in</strong> 2003 by <strong>the</strong><br />
Govern<strong>in</strong>g Board <strong>of</strong> <strong>the</strong> Centre for Educational Research <strong>and</strong> Innovation (CERI).<br />
This publication provides an <strong>in</strong>ternational framework to protect students <strong>and</strong> o<strong>the</strong>r stakeholders<br />
from low-quality provision <strong>and</strong> disreputable providers. It sets out how all stake holders <strong>of</strong> cross<br />
boarder <strong>education</strong> could share responsibilities, while respect<strong>in</strong>g <strong>the</strong> diversity <strong>of</strong> higher <strong>education</strong><br />
systems.<br />
5.2.6.3 c) Thematic Review on Adult learn<strong>in</strong>g<br />
This review contributes towards mak<strong>in</strong>g lifelong learn<strong>in</strong>g a reality for all. This review exam<strong>in</strong>es<br />
<strong>the</strong> organization, management <strong>and</strong> delivery <strong>of</strong> tertiary <strong>education</strong> <strong>in</strong> twenty three <strong>countries</strong>. The<br />
ma<strong>in</strong> purpose is to underst<strong>and</strong> adults' access <strong>and</strong> participation <strong>in</strong> <strong>education</strong> <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>and</strong> to<br />
enhance policies <strong>and</strong> approaches to <strong>in</strong>crease <strong>in</strong>centives for adults to undertake learn<strong>in</strong>g activities<br />
<strong>in</strong> OECD <strong>countries</strong>. It also attempts to provide answers on how to improve learn<strong>in</strong>g opportunities<br />
for low skilled adults <strong>and</strong> susta<strong>in</strong> <strong>and</strong> <strong>in</strong>crease employability. The first comparative report was<br />
published <strong>in</strong> 2003. OECD supports <strong>and</strong> promotes lifelong learn<strong>in</strong>g; as <strong>the</strong> knowledge is grow<strong>in</strong>g<br />
<strong>and</strong> transform<strong>in</strong>g so rapidly that learn<strong>in</strong>g is not restricted to <strong>in</strong>stitutional life only but throughout<br />
<strong>the</strong> life. Fur<strong>the</strong>rmore lifelong learn<strong>in</strong>g does not means that adults <strong>and</strong> <strong>the</strong>ir <strong>education</strong> on <strong>the</strong> day<br />
<strong>of</strong> graduation, but it means <strong>the</strong>y must go on actively learn<strong>in</strong>g throughout <strong>the</strong>ir lives.<br />
5.2.6.4 d) AHELO-Assessment <strong>of</strong> <strong>Higher</strong> Education Learn<strong>in</strong>g Outcomes<br />
In order to know whe<strong>the</strong>r graduat<strong>in</strong>g students are well equipped with <strong>the</strong> skills, competencies<br />
<strong>and</strong> knowledge that are needed <strong>in</strong> <strong>the</strong> job market, OECD <strong>education</strong> m<strong>in</strong>isters, <strong>in</strong> 2008, discussed<br />
<strong>the</strong> idea <strong>of</strong> “evaluation <strong>of</strong> <strong>the</strong> quality” <strong>of</strong> <strong>the</strong> higher <strong>education</strong> <strong>in</strong>stitutions. And <strong>in</strong> January 2010,<br />
OECD launched a project to assess <strong>the</strong> knowledge <strong>and</strong> competencies <strong>of</strong> undergraduate students<br />
who are at <strong>the</strong> end <strong>of</strong> <strong>the</strong>ir first three or four year bachelor degree at higher <strong>education</strong> level. This<br />
program has been named “Assessment <strong>of</strong> <strong>Higher</strong> Education Learn<strong>in</strong>g Outcomes” or AHELO.<br />
This feasibility study for this project will be adm<strong>in</strong>istered from July 2011 to December 2012 <strong>in</strong><br />
<strong>the</strong> 150 participat<strong>in</strong>g <strong>in</strong>stitution from fifteen <strong>countries</strong>, which have been grouped under three<br />
head<strong>in</strong>gs.