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

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 Today’s Presentation

Desired Benefits of the Initiatives Improve quality of student outcomes Measure knowledge, skills and competencies of students Provide clear measures of student qualifications Encourage comparability, transparency and mutual recognition of qualifications Improve links to the labor market and provide mobility Identify strengths and weaknesses of educational outcomes and make changes

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?

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

AHELO: Two strands plus contextual questionnaires Skills all students need Critical thinking, reasoning, problem solving, and writing Based on US Collegiate Learning Assessment Generic Skills Discipline-specific knowledge Ability to apply knowledge to other situations Feasibility study: economics and engineering Discipline-specific Skills

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

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

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

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)

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 Other countries, such as Australia and New Zealand, also have qualifications frameworks

Qualifications Frameworks: Irish Example

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

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