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REVERSING THE TREND : LOCAL TLI’S AS PROVIDERS OF CROSS-BORDER EDUCATION?. Curtis Floyd Director - Registration, Accreditation and Quality Enhancement (Ag.) Accreditation Council of Trinidad and Tobago (ACTT). Rationale.

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reversing the trend local tli s as providers of cross border education

REVERSING THE TREND : LOCAL TLI’S AS PROVIDERS OF CROSS-BORDER EDUCATION?

Curtis Floyd

Director - Registration, Accreditation and Quality Enhancement (Ag.)

Accreditation Council of Trinidad and Tobago (ACTT)

rationale
Rationale

To explore the possibility of local Tertiary Level Institutions being providers of cross-border education facilitated by ACTT’s Programme Approval Process

rationale cont d
Rationale (cont’d)
  • Previous emphasis on America, Asia, Europe
  • Common exporters of cross-border education identified include America, Britain, India, Africa, Australia
  • Role of ACTT in fostering a culture of being a provider rather than just a consumer of cross-border education.
approach
Approach
  • Interactions with institutions – head, staff, students
  • Interfacing with documents and reports submitted
  • Review of literature
  • Internet research
cross border education defined
Cross-Border Education defined:

The movement of people, programmes, providers, curricula, projects, research and services in tertiary (or higher) education across national jurisdictional borders.

(Kagia and Ischinger, 2007)

context
Context
  • ACTT established in 2004
  • Chapter 39:06, Section 8, subsection 2(n) -

“to ensure that the quality of post secondary and tertiary education delivered in Trinidad and Tobago meets the standards set by the Council”

context cont d
Context (cont’d)
  • Recognised over 600 cross-border programmes
  • Great economic prospect (GATS under WTO includes higher education as one of twelve tradable services under Education)
recognition defined
Recognition defined

Recognition by ACTT is the evaluation and approval of the quality of a foreign institution and its programmes by a recognised quality assurance agency.

programme approval defined
Programme Approval defined

Programme Approval by ACTT is the quality assurance of locally developedprogrammes by registered post secondary and tertiary institutions ensuring that they are comparable with similar programmes regionally and internationally.

programme approval
Programme Approval

Programme approval is examined under six (6) Criteria which were developed in accordance with international best practice.

criterion 1
Criterion 1

Authorisation from the Governing Body or relevant authority to offer the programme

  • Letter of authorisation from relevant authority;
  • Minutes of meeting of Governing Body showing authorisation was granted.
criterion 2
Criterion 2

Consistency of the programme with the mission of the institution

  • Mission statement of institution
  • Mission statement of programme
  • Programme aims/objectives
criterion 3
Criterion 3

A system for internal programme approval

  • Programme approval policies and procedures
  • Composition of an independent programme approval committee
  • Evidence of access to specalised advice
  • Programme approval committee minutes
  • Programme review policies and procedures
criterion 4
Criterion 4

A detailed programme specification

  • Title of programme
  • Programme Aims
  • Learning Outcomes
  • Teaching Learning Strategies
  • Assessment methods
  • Criteria for admission to programme
  • Support for learning
criterion 5
Criterion 5

Resources to support the programme

  • Staff
  • Budget for the programme which includes projections for both income and expenditure
criterion 6
Criterion 6

A market case has been made for the offering of the programme.

  • Report on relevant market research
  • Documented requests for the programme from stakeholders e.g. students, parents, employers etc.
programmes approved by actt
Programmes Approved by ACTT

March 28, 2008 - August 31, 2011

rationale for introducing programmes
Rationale for introducing programmes
  • Compliance
  • Requirement for Institutional Accreditation
  • Competitive edge
  • Pre-requisite for entry or advanced studies
  • Access to GATE (Government Assistance for Tuition Expenses)
  • To enhance student enrolment
  • Marketability and expansion internationally
international best practice
International Best Practice
  • UNESCO Code of Good Practice in the Provision of Transnational Education
  • INQAAHE Guidelines for Good Practice (GGP)
  • European Standards and Guidelines (ESG)
common challenges
Common Challenges
  • Student access
  • Quality Assurance of Cross-Border Education
  • New developments in Accreditation
  • Recognition of qualifications
  • Brain drain/gain

(Kagia and Ischinger, 2007)

anticipated local challenges
Anticipated local challenges
  • Historical mindset
  • Resources – human, financial, physical, technological
  • International demand for programmes
  • Provision of incentives by Government
  • Endorsement by Quality Assurance Bodies
conclusion
Conclusion

“Turn Obstacles

into

Opportunities”

(Thomas E. Pomeranz, Ed. D., 2001)

local
Local

“We can make it if we try, just a little harder”

(Black Stalin)