recognition methodologies - toyo university
TRANSCRIPT
Recognition Methodologies
January 2017
Lisa Collett
Head of Global Division
recognising international expertise
Objectives
• Understand the importance of the purpose of recognition
• The criteria
• UK NARIC Approach to Credential Evaluation
• The Process
• The Data Bank
• The Band Framework
The Purpose of Recognition
The different purposes
• Immigration Visa
• Access to Study in Higher Education
• Employment
• Regulated employment
• Unregulated employment
Impacts on the type and detail of the evaluation
• Level
• Grade
• Verification
• English Language
The Criteria
The criteria remain the same:
• Entrance / Admission requirements
• Duration of study
• Course content and structure
• Examination Methods
• Structure of the programme (Research / Work based training)
• Title of the Qualifications
• Learning Outcomes
• Professional Rights
The difference is the emphasis that is placed on each criterion.
The UK NARIC Evaluation Process
Building UK NARIC Data Bank
The UK NARIC Band Framework
Benchmarking
• Principle: identify the comparable level of a
given qualification; identifying
commonalities, understanding cultural /
structural differences vs substantial
differences
• Identifying a qualification’s core
components: consideration of all helps to
‘orient’ the qualification, learning
outcomes articulate what an individual
should know and be able to do
• The ‘outcomes-based’ approach to
recognition both encourages, and responds
to, international shift towards outcomes-
based qualification design.
The Value of Benchmarking – New Qualifications
Design and Pilot Phases:
• International comparisons can identify areas
for further development before roll-out
• Can facilitate key stakeholder understanding,
the impact of which can meet increased
support for the launch / roll-out of the
qualification
Examples:
• Armenia
• Egypt
• Hong Kong
• Lebanon
References: The Traditional Education Models
• Anglo – Scottish Model • American Model • Humboldt Model • Napoleonic Model
Anglo – Scottish Model
The American Model
The Humboldt Model
The Napoleonic Model
Additional Considerations
• Learning Style • Mode of Learning • Structure of study • Regulation / Co-ordination • Outcomes • Relevance / Suitability • Authenticity
Online Databases
Most popular sections
qualifications, institution
listings & grading system
Also includes framework, school,
vocational, higher educations,
teacher education, accreditation
& QA, chart
Multiple online data banks:
International
Vocational
Teaching
Grade
Secondary
Publications
Used by members to
understand qualifications
and to be better able to
recognition international
expertise.
Updating the data to include
grade comparison data on 69
countries and 229 awards
Used by 370K+ users per
year; busiest time of the year
is first quarter.
24000
26000
28000
30000
32000
34000
36000
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Other sources
• Country specific ministry websites • Institution websites • Awarding Organisation websites • Other NARICs:
• www.enic-naric.net • WES • NOOSR • UNESCO • ReferNet • Eurydice
Thank you for your attention
Copyright 2017 © UK NARIC. All Rights Reserved. The copyright of this presentation (printed and electronic) belongs to the UK NARIC. Any use of the printed materials in full or in part must be under prior written consent by UK NARIC and with clear reference made to UK NARIC as the material source.