Transcript Slide 1

International Qualifications
in Global Migration
Cloud Bai-Yun
UK NARIC Annual Conference 2008
providing clarity. releasing potential
Content
1. What’s out there?
2. Who does what?
3. How are we doing?
4. How do we contribute?
1.1. International migration situation
 In 2005 migrants worldwide were 191 million which constitutes
3% of the global population
 Majority of international migrants (75%) are concentrated in
relatively few countries in Europe (33%), Asia (28%), North America
(23%)*
*Trends in Total Migrant Stock 2005
http//esa.un.org/migration
 Total tertiary enrolment was 132 million worldwide, of which 2.5
million were mobile (those who studied outside their home country)
 67% of these mobile students are concentrated in 6 countries: the
US, UK, Germany, France, Australia, Japan**
** Global Education Digest 2006
**http://www.uis.unesco.org
1.2. UK Situation: 1991-2006
• In
2006, an estimated
400,000
Work-related
reasons
people
emigrated
the UK
continued
to be from
the most
cited
for
year or more,
the highest
for amigrating
to and
from the
estimate
of emigration
sincefor
UK in 2006,
accounting
1991
up from
359,000 in
40% and
of total
immigration.
Source: http://www.statistics.gov.uk/cci
2005.
•• In
‘Formal
study'
a
the same
periodreached
an
record
high
of 25%
of total
estimated
591,000
migrants
immigration
to the
theUK
UK.
arrived
to live in
for at
least a year. Again, this was
higher
than all other
years since
• International
Passenger
1991
but(IPS)
only slightly
higher than
Survey
estimates
the 2004 estimate of 586,000.
indicate that 80% of those
coming
to study
citizens
• Net migration,
thewere
difference
from
outside
the EU
between
immigration
and
emigration, was 191,000 in 2006.
This is the equivalent to adding
more than 500 people a day to
the UK population.
Total International Migration (TIM) to/from the UK 1997-2006
1.4. The Significance of recognition of
qualifications in Migration
Feedback on Global Forum on Migration and Recognition of Qualifications: In 2008,
UNESCO brought together representatives from UNESCO, OECD, Commonwealth
Secretariat, IOM (International Organisation for Migration), WHO (World Health Organisation),
the FIP (International Pharmaceutical Foundation) and nine selected countries.
Canada
UK
France
China
Morocco
Philippines
Senegal
Malaysia
Australia
1.5 Recognition of Qualifications
Is it a barrier or an efficiency measure?*
• Recognition of qualifications in global migration represents ethical
as well as efficiency issues. It defines whether and to what extent
the human capital imported can be used
• Recognition extends further to language proficiency,
communication skills, workplace competencies and experience all
of which impact on how an individual progresses or integrates in a
new system
• Significant global variations on ‘professions’ makes recognition of
qualifications essential to labour market integration
* UNESCO Forum on Migration and Recognition of Qualifications
2.1. International Recognition Processes
• EU National Recognition Information Centres (NARICs) /
European Network of Information centres (ENICs): countries
that
are party to Lisbon Recognition Convention)
28 centres in 18
countries in the
www.enic-naric.net
•
Latin America
and Caribbean
region, Pacific
providing Academic
Asia
accreditation and
www.aparnet.org
recognition
information services
Recognition Network (APARNET)
• Red Iberoamericana de Acreditación de la Calidad de la
Educatión Superior (RIACES): Latin America and Caribbean
region
www.riaces.net
• Mediterranean Regional Network of National Recognition
Centres (MERICs)
3.1. National Action Plans (NAP) in the
context of Bologna process*
In their London Communiqué, Ministers asked the Bologna Follow-up
Group (BFUG) ‘to arrange for the ENIC/NARIC networks to analyse the
national action plans… and to ensure the full implementation of the
principles of the Lisbon Recognition Convention’. Issues considered include:
– Legislative framework
– Capacity and resources
– Process and procedures
◦ Criteria for recognition of international qualifications
and skills
◦ Standards and quality
http://www.ond.vlaanderen.be/hogeronderwijs/bologna/
3.2. Lisbon Convention
Ratification:
• To date 42 out of 46 ‘Bologna’
countries had ratified the Lisbon
Recognition Convention. Andorra,
Germany, Turkey and the
Netherlands are the latest. Belgium
and Italy have signed the
Convention but with no ratification.
•
Greece and Spain have not signed
up to the Convention. This means
that the principles of the
Convention will naturally not be
binding to the competent
authorities.
3.3. Capacity and resources
• In most cases the ENIC-NARICs have a clearly defined
function to support the recognition of qualifications, with
required competencies and resources;
• However, organisational capacities range from developed
agencies, such as the UK, closely followed by Germany
down to 1 person responsible for recognition issues in
Albania;
• As an example, ‘UK NARIC operates a structured and
continued staff development policy, including induction
training and continued professional development’.
3.4 Recognition process and procedures
– Increasing common
Turkey:
• Criteria
for recognition
of international
qualifications
concern: accreditation
Camden University
Canada:
(UK), Camden
Trans-Dniester
and quality
standards
and
skills:
University
State in Tiraspol
(Delaware, US)
– Although nearly all countries claim that national practices are in compliance
with the Recommendations on Criteria and Procedures for the Assessment
of Foreign Qualifications, significantNorway:
variations exist in recognition criteria
Umeda Business
Vanuatu:
South Africa:
School, Japan
and outcomes.
Revans University
– A number of countries still use the term Nostrification to
of qualifications;
Romania:
International
Manament centres
Association
(UK)
describe
recognition
Federation Europeenne
des Ecoles FEDE
to comparison
(FEDE),
Geneva, Lyon of
Israel:
– The most detailed approach
qualifications
‘is perhaps the
Institute
of
Denmark:
UK case…’
This methodological process is described
as the
band
Economy
and ‘NARIC
Civic
Takoradi
Relations,the
Russia
Polytechnic,
Ghana approach is ‘used by Ireland where
framework’.
A similar
foreign
qualification is related to the Irish qualifications framework.’
– increasing common concern: accreditation and quality standards
4. NARIC Bands for Recognition of Qualifications
 Categorisation
of qualifications
from 186 systems:
• General /
academic
• Vocational
• Trade / skills
• Professional
 Providers Databank
 System
information