Emerging Multinational Initiatives in Tertiary Education

1. Emerging Multinational Initiatives in Tertiary Education SHEEO Higher Education Policy Conference August 13, 2010 Maureen McLaughlin

2. Today’s Presentation • Examine three emerging multinational initiatives, each related in some way to issue of student outcomes in tertiary education • AHELO • Bologna • Qualifications frameworks • Existence of these initiatives reflects the high level of interest internationally in student outcomes • What is each initiative? • What is the current status? • Opportunities and possible pitfalls • Degree of US involvement; role of states

3. Desired Benefits of the Initiatives

4. Promise vs. Reality • Highly ambitious goals -- to what extent can these initiatives achieve the desired results? • What are the possible pitfalls? Unintended consequences? • What are appropriate roles for different players in these initiatives? • States, federal government, accreditation, institutions • Are the initiatives appropriate for all countries?

5. Newest Initiative: AHELO Assessment of Higher Education Learning Outcomes • OECD initiative with stated goal to • Develop internationally comparable test of knowledge, skills and competencies for college students • Sometimes referred to as PISA for college students • PISA very helpful international assessment of the knowledge and skills of 15-year olds in reading, math and science • AHELO has many differences from PISA, however • More complex, more challenging to develop measures for college students

6. AHELO:Two strands plus contextual questionnaires

7. AHELO:Is it feasible? • Feasibility testing: January 2010 – December 2012 • Develop and validate testing instruments • Administer tests on sample basis • Assess results of feasibility stage • 15 countries, international experts and representatives of higher education involved in feasibility testing • US involvement in feasibility study of generic skills–four states, SHEEO, ED, foundations • Based on results of feasibility testing, make decision on whether to go to full-scale implementation

8. Bologna:Create European Higher Education Area • Bologna process started in 1999 • Goals: • Facilitate mobility of students, graduates and higher education staff across Europe; • Prepare students for future careers and life in democratic societies and support their personal development; and • Offer broad access to high-quality higher education, based on democratic principles and academic freedom. • Specific objectives • Easily readable and comparable degrees (eg, BA,MA, PhD) across countries • Fair and mutual recognition of qualifications

9. Bologna:Evolving and ongoing • 47 participating countries in and around Europe, up from 29 countries initially • High-level interest and much has happened but still a work in progress • 2008 report on National Action Plans identified outstanding issues • For ex, recognition statement vs full comparability, consistency of national legislation, varying quality of information across countries • Takes time to make big changes, especially with the range of countries, some of whom joined only in recent years

10. Bologna:Results of first decade • Higher education looks substantially different than 10 years ago • Legislation and regulations have changed quite a bit • Some mobility from short-term credit programs to degree • But, impact on larger, substantive goals is still wanting • Student mobility in Europe did not increase substantially • Variable speed in implementation across countries • Impacts on institutions not easily seen • Extent to which objectives of compatibility, comparability and attractiveness of education will be achieved is an open question • Depends on future commitment and actions • Source: Independent Assessment Report on First Decade of Bologna (CHEPS et al)

11. Qualifications Frameworks:Purpose and Status • A framework within which qualifications of an education system can be compared and linked • Describes what learners should know, understand and be able to do on the basis of a given qualification • Shows how learners can move from one qualification to another within a system • Integrates different levels of education including secondary schooling and tertiary education • European Qualifications Framework – umbrella framework for Bologna countries • Eight certified national qualifications frameworks, rest expected by 2012. • Other countries, such as Australia and New Zealand, also have qualifications frameworks

12. Qualifications Frameworks:Irish Example

13. Qualifications Frameworks:Illustrative Example of Implementation in Vocational Area Vocational Qualifications Authority Education: Formal & Non-formal Employers & Industry Occupational standards Knowledge, skills and competencies Assessment measurement Recognized qualifications

14. Issues for Discussion • Would a national qualifications framework with individual state frameworks make sense for the US to consider? • For ex, European framework with national frameworks • How to think about it: who would convene? coordinate? support? • Appropriate roles for institutions, accreditation, states, federal government • Opportunity to link across K-12 and tertiary and within tertiary • Future of AHELO unknown but good that US, including four states, is involved in feasibility study • A seat at the table: participate in design, debate and final decisions • Involvement in discipline-specific strands? • States can partner with other countries on tertiary education • For example, with countries of similar size or similar issues to discuss and learn from each other on policy as well as implementation • Wellington group (US, England, Ireland, Scotland, Australia and New Zealand) with SHEEO leading US involvement