Cross-border Tertiary Education

Cross-border Tertiary Education

A Way towards Capacity Development You do not have access to this content

Centre for Educational Research and Innovation

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OCDE, La Banque mondiale
08 août 2007
Pages :
9789264038493 (PDF) ;9789264033634(imprimé)

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The mobility of students, professors, knowledge and even values has been part of higher education for centuries, but it has recently grown at an unprecedented pace. This presents many new opportunities among which are increased access to higher education, strategic alliances between countries and regions, as well as the expansion of human resource and institutional capacity. Parallel to these opportunities are an equal number of challenges: a potential increase in low quality or rogue providers, a lack of recognition of foreign qualifications by domestic employers or education institutions, along with elitism and the tensions it creates. This book casts light on these opportunities and challenges, especially for developing countries willing to leverage cross-border higher education as a tool for development. It discusses the concept of capacity-building through cross-border education, emphasising the critical role of quality assurance and trade negotiations.

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  • Executive Summary
    Cross-border tertiary education refers to the movement of people, programmes, providers, curricula, projects, research and services in tertiary or higher) education across national jurisdictional borders. Cross-border education is a subset of educational internationalisation and can be part of development cooperation projects, academic exchange programmes and commercial initiatives. The focus of this volume is on the mobility of students, programmes and providers/institutions.
  • Cross-border Tertiary Education: An Introduction
    The purpose of this chapter is to provide a general introduction to the different types, forms, modes, rationales and providers of cross-border education. This will facilitate the discussion in the following chapters of cross-border education as a national capacity-building tool.
  • Developing Capacity through Cross-border Tertiary Education
    While several OECD countries compete to attract foreign students, some pioneering emerging economies show that an innovative strategy for the import of cross-border education can form a part of a national capacitybuilding strategy. Could this be a suitable model for developing countries to build capacity in tertiary education, and more generally, to accelerate economic development? This chapter argues that this is the case.
  • Building Capacity in Quality Assurance The Challenge of Context
    The purpose of this chapter is to examine quality assurance as an important part of a capacity-building strategy. It looks at the issue of quality assurance in tertiary education with particular attention to the concerns of developing countries, where resources and competencies are often more limited.
  • Developing Capacity in Tertiary Education through Trade Liberalisation and the GATS
    This chapter explores opportunities and challenges of developing capacity in higher education through enhanced trade and investment, and in the context of the General Agreement on Trade in Services (GATS). It shows that while many of the policies needed to manage liberalisation of tertiary education services are not shaped by the GATS, the Agreement can affect the regulatory conduct of governments in some areas of tertiary education. If appropriately designed, bound liberalisation under the GATS can contribute to the advancement of national objectives by improving investor’s confidence when countries decide to allow private sector participation in higher education.
  • Annex 1 - Guidelines for Quality Provision in Cross-border Higher Education
    The Guidelines aim to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education.2 The purposes of the Guidelines are to protect students and other stakeholders from low-quality provision and disreputable providers3 as well as to encourage the development of quality cross-border higher education that meets human, social, economic and cultural needs.
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