lifelong learning and distance higher education - Asia Pacific Region

The Bologna Declaration was followed by the Prague Communiqué (2001) and theBerlin Communiqué (2003). Over the years, the importance of lifelong learning, qualityassurance and the recognition of qualifications awarded in the European Higher EducationArea was more and more emphasised. The Bologna process has an important impact onNuffic’s work in the realm of international credential evaluation. Among others it hasstrengthened the link between international credential evaluation and quality assurance.Quality assurance is one of the main issues in the Bologna Declaration. At nationallevel, quality assurance and accreditation is important to ensure accountability, publicprotection and quality improvement. From an international perspective it also fulfilsa major function for cross-border mobility. Quality assurance and accreditation is animportant precondition for the recognition of a country’s higher education qualificationsabroad. The field of international credential evaluation depends on reliable informationabout a country’s quality assurance and accreditation mechanisms. The purpose ofinternational credential evaluation is to determine to what extent a foreign qualificationis comparable to the general educational level, the general content and the function/goalof a similar national qualification in the receiving country. Among others, the qualitystatus of a study programme or educational provider is an important evaluation criterionfor international credential evaluators. In this respect, it is not important whether acountry has implemented a system of quality assurance or quality accreditation, twodifferent concepts. If the quality of a qualification has been assured by means of a validquality assurance mechanism or accreditation system, this may provide clear and reliableinformation for credential evaluators to base their recognition decision on.In most countries, the traditional distance education sector (e.g the traditional openuniversities) forms an integrated part of the national education system and as such benefitfrom the quality assurance and accreditation mechanisms. As a consequence the awardeddiplomas and degrees are nationally recognised and international credential evaluators donot treat these qualifications differently than those from “regular” study programmes.Reliable quality assurance mechanisms and/or accreditation systems have become evenmore important due to the fact that national laws and regulations and internationalagreements on international recognition presuppose their existence. In Europe, theLisbon Recognition Convention and the European Directives provide a legal frameworkfor cross-border recognition. These legal instruments base their methodology on theexistence of such national systems of quality assurance or accreditation. For example, theLisbon Recognition Convention is applicable to qualifications awarded by institutionsbelonging to a national education system. Quality assurance and accreditation, if theyexist in the country involved, are considered to be part of that national educationsystem. If ICT-supported distance courses are part of tuition leading to nationallyrecognised qualifications, then legal recognition instruments like the convention apply.It is then assumed that these courses fall within the boundaries of the quality assurancemechanisms of the institution involved. However, this approach disregards – indeed, itmust disregard – the question of whether this methodology uses specific quality assurancestandards and criteria for ICT-supported distance courses.Alternative systems and mechanisms of quality assurance might be useful, especiallyin fields where national systems are not available. One example in many countries isthe field of non-degree programmes or ICT-supported transnational higher education.Transnational or cross-border education and programmes that are offered via distancelearning or virtual education may or may not belong to one single national educationsystem. It is recommended that the providers of these programmes either try to joinnational quality assurance and accreditation systems or take the initiative in setting123