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CROSS BORDER HIGHER EDUCATION. BEST PRACTICES FOLLOWED IN SAARC COUNTRIES

Presented ed by: Sheema Haide der Director

• r Qu

Qualit ity y Enhance ncement ment Cell Indus us Un University sity

CROSS BORDER HIGHER EDUCATION

 “Higher educat

education ion th that at tak akes es pl place ace in in situat ituations ions wh wher ere th the teac eacher er, stude student, t, pr program,

• gram,

in inst stit itut ution ion/pr provid ider er

• r
• r

co cour urse mat materi erials als cr cross

• ss

nation ional al juris jurisdi dictio ctional al bor border ders. Cr Cross

• ss-bor

border der ed educat ucation ion may inc inclu lude de high igher er educat education ion by by publ public/ ic/priva private and and not-for

• r-pr

prof

• fit/

it/ for

• r pr

prof

• fit

it pr provider iders. It It encom encompa passes ses a wid ide rang ange of

• f mo

modal dalit ities ies in in a cont continuum inuum fr from

• m fac

ace-to to-fac ace (t (tak akin ing var ariou ious forms

• rms

fr from

• m stu

stude dents ts tr travel ellin ing abr abroad and nd camp campuses uses abr broad) d) to to di dist stanc nce lear earnin ing (usi (using a range nge of

• f

tec echnol hnologi

• gies

es and and in includ udin ing e-lea earni ning ng).”

(UNESCO/OECD (2005). Guidelines for Quality Provision in Cross-border

• Education. Paris. See)

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CROSS BORDER HIGHER EDUCATION

Cross-border education is a subset of “internationalization of higher education” and can be an element in the development cooperation projects, academic exchange programs and commercial initiatives.

(Knight , (2006) A guide to the implication of GATS for Cross border Education)

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SIGNIFICANCE OF CROSS BORDER HIGHER EDUCATION

Impact of Globalization Globalization affects each country differently. It can have both positive and negative consequences, according to a nation’s individual history, traditions, culture, priorities and resources. Education is one of the sectors impacted by globalization Internationalization of higher Education It is a widely accepted maxim that

1.

Like business generally, higher education is globalizing

2.

In many countries, higher education is now an important export sector, with university campuses attracting international students from around the world.

3.

Licensing production, in the form of franchising degree provision to international partners, is beginning to mutate into foreign direct investment and contributing in economic growth.

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The SAARC member countries shares similarities in terms of :

1.

Geographic and climatic conditions

2.

Socio-economic aspects

3.

Norma, Moral Values and Cultural aspects

4.

Educational Advancement ……etc Concerns raised in the 9th summit (Male,1997) “Illiteracy is one of the measure factor contributing to the regions economic instability and social imbalance” (http://www p://www.saar .saarc-se sec.org c.org) The SAARC member countries corporate in number of areas :

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Biotec echnolo

• logy

Culture Economic

• nomic and Trade

ade Agricu icult lture & Rural al develo elopmen ment Education Energy Environment Security Aspects Finance Funding Mechanism Information,Communication and Media Social Development People to People contact Poverty eradication Science and technology Tourisms

INTRODUCTION

INITIA TIATIVES TIVES TAKE KEN BY SAA SAARC RC

 Establishment of South Asian Universities (SAU)

India proposed to create a center of excellence at the 13th SAARC summit (Dhaka, Nov 5th ,2005) First Academic Session was commenced on 22 August 2010 with an intake of 50 students out of which

50 STUDENTS

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25 students in MA Development Economics 25 students in MAC Master in Computer Application

INITIA TIATIVES TIVES TAKE KEN BY SAA SAARC RC

 Indian Council for Cultural Relations ( ICCR) Scholarships

Under the SAARC chair fellowship scheme two scholarship are offered to each SAARC member countries.

 Open and Distance Learning

SAARC Consortium Open and Distance Learning SACODIL has been established “To strengthen cooperation in the joint development of educational programmers, credit transfer, and promotion of equal opportunities and access to knowledge.”

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SC SCENARIO NARIO OF OF EDU EDUCA CATI TION ON IN IN SAAR SAARC C COU COUNT NTRIES RIES

AFG FGHANIST HANISTAN AN

Total tal Population ulation 29 29.82 82 Mi Mill llion n (2012 12) GDP P (2012 12) $ $ 18 18.03 03 Bi Bill llion

 Net

et en enrolment ent in in Pr Prim imary y ed education ion , 1993 93 25.7

 Net

et en enrolment ent in in se second ndar ary y ed educ ucat ation ion , 2007 7 24.1

 Gross

ss en enrolme ment t in in ter ertia iary y ed education ion, , 2009 09 3.3

 Adu

dult t Lit iter eracy y rate e (2000 00) ) 28 28.1

 Mal

ale e (2000 00) ) 43 43.1

 Fem

emale e (2000 00) ) 12 12.6

10 STATISTICAL YEARBOOK FOR ASIA AND THE PACIFIC 2012) UNESCAP

BANGLADESH

Total Popu pulati tion

• n 154.7

7 Mil illio ion (2012 12) GDP (2012 12) $154 54.7 7 Bil illio ion

 Net

et en enrolment ent in in Pr Prim imary y ed education ion , 1990 90, 72 72.7

 Net

et en enrolment ent in in se seconda dary y ed education ion , 2010, , 47 47.4

 Gross

ss en enrolme ment t in in ter ertia iary y ed education ion, , 2009 09 , , 10 10.6

 Adu

dult t Lit iter eracy y rate e , 2010 0 56.8

 Male

e (2010) ) 61 61.3

 Fem

emale e (2010) ) 52 52.2

11 STATISTICAL YEARBOOK FOR ASIA AND THE PACIFIC 2012) UNESCAP

BHUTAN

Total l Popul ulation ation 7.4 4 la lacs cs (2012) GDP DP (2012) $1.780 80 Bill llion

 Net

Net en enrolment lment in P n Pri rimar mary y ed educ ucation tion , 2011 , , 88 88.3

 Net

Net en enrolment lment in s n sec econdar ndary y ed educ ucation tion , 2011, , 53 53.8

 Gross

• ss en

enrolment lment in t n ter ertiar ary y ed educ ucati tion,

• n, 2011,

, 8.8

 Adult

ult li litera eracy cy ra rate e (2005 05) ) 52 52.8

 Male

le (2005 2005) ) 65 65.0

 Fem

emale ale (2005 2005) ) 38 38.7

12 STATISTICAL YEARBOOK FOR ASIA AND THE PACIFIC 2012) UNESCAP

INDIA

Total Popu pulati tion

• n 1.237

7 Bil illio ion (2012 12) GDP P (2012 12) $1.842 42 Tril illio ion

 Net

et en enrolment ent in in Pr Prim imary y ed education ion , 2008 08, , 92 92.1

 Net

et en enrolment ent in in se seconda dary y ed education ion

 Gross

ss en enrolmen ment t in in ter ertia iary y ed educ ucat ation ion, , 2010 0 , , 17 17.9

 Adu

dult t lit iter eracy y rate e (2006 06) ) 62 62.8

 Male

e (2006 06) ) 75 75.2

 Fem

emal ale e (2006 06) ) 50 50.8

13 STATISTICAL YEARBOOK FOR ASIA AND THE PACIFIC 2012) UNESCAP

Total Popu pulati tion

• n 3.38

8 lacs (2012 12) GDP P (2012 12) $2.22 22 Bil illio ion

 Net

et en enrolment ent in in Pr Prim imary y ed education ion , 2011 1 , , 96 96.2

 Net

et en enrolment ent in in se seconda dary y ed education ion ,200 002, , 48 48.9

 Gross

ss en enrolmen ment t in in ter ertia iary y ed educ ucat ation ion, , 2008 08, , 12 12.6

 Adu

dult t lit iter eracy y rate e (200 006), , 98 98.6

 Male

e (2006 06) ) , , 98 98.6

 Fem

emal ale e (2006 06) ) , 98 98.6

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MALDIVES

STATISTICAL YEARBOOK FOR ASIA AND THE PACIFIC 2012) UNESCAP

Total Popu pulati tion

• n 3.38

8 lacs (2012 12) GDP P (2012 12) $2.22 22 Bil illio ion

 Net

et en enrolment ent in in Pr Prim imary y ed education ion , 2000 00 , , 71 71.1

 Net

et en enrolment ent in in se seconda dary y ed education ion ,

 Gross

ss en enrolmen ment t in in ter ertia iary y ed educ ucat ation ion, , 2004 04, , 5.6

 Adu

dult t lit iter eracy y rate e (2010), ), 60 60.3

 Male

e (2010) , , 73 73.0

 Fem

emal ale e (2010) ) , 48 48.3

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NEPAL

STATISTICAL YEARBOOK FOR ASIA AND THE PACIFIC 2012) UNESCAP

Total Popu pulati tion

• n 179.2

2 Mil illio ion (2012 12) GDP (2012 12) $231.2 2 Bil illio ion

 Net

et en enrolment ent in in Pr Prim imar ary y ed educ ucat ation ion , 2010 0 , , 74 74.1

 Net

et en enrolment ent in in se seconda dary y ed education ion ,2010, , 33 33.8

 Gross

ss en enrolme ment t in in ter ertia iary y ed education ion, , 2008 08, , 5.4

 Adu

dult t lit iter erac acy y rat ate e (2009 009), ), 54 54.9

 Male

e (2009 09) ) , , 68 68.6

 Fem

emale e (20090 090) , 40 40.3

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PAKISTAN

STATISTICAL YEARBOOK FOR ASIA AND THE PACIFIC 2012) UNESCAP

SRILANKA

Total Popu pulati tion

• n 20

20.33 33 Mil illio ion (2012 12) GDP (2012 12) $ $ 59 59.42 42 Bil illio ion

 Net

et en enrolment ent in in Pr Prim imar ary y ed educ ucat ation ion , 2010 0 , , 94 94.0

 Net

et en enrolment ent in in se seconda dary y ed education ion ,

 Gross

ss en enrolme ment t in in ter ertia iary y ed education ion, , 2010, , 15 15.5

 Adu

dult t lit iter erac acy y rat ate e (2010), ), 91 91.2

 Male

e (2010) , , 92 92.6

 Fem

emale e (2010) , 90 90.0

17 STATISTICAL YEARBOOK FOR ASIA AND THE PACIFIC 2012) UNESCAP

BEST PRACTICES BY SAARC COUNTRIES

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Working method or set of working methods that is

• fficially accepted

as being the best to use in a particular business or industry. (Cambridge Dictionaries)

BEST PRACTICES FOLLOWED IN SAARC COUNTRIES



BRANCH CAMPUSES / FRANCHISING Example

1.

Karachi School of Business & Leadership ( Strategic collaboration with University of Cambridge Business Judge School)

2. 2.

Sha Shaee eed Zu Zulfi lfiqar Ali Ali Bhu Bhutt tto In Inst stit itute of

• f Scienc

Science and and Techno echnology logy (S (SZA ZABIS BIST) T) ( Dub ubai Interna ernati tional

• nal Academ

emic City)

3. 3.

Modi di-ATI TI Academ emic Instit itut ute (MAI AII) ( Strateg egic ic alliance ce with Stratf tfor

• rd Un

Univer ersity) sity)

4. 4.

Mahtma tma Gandhi hi Un Univer ersi sity ty ( Dub ubai)

 DISTANC

NCE LEA EARNI NING Example Virtual tual Un Universi sity ty Khan n Academ demy

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BEST PRACTICES FOLLOWED IN SAARC COUNTRIES

OVERSEAS ERSEAS SCHOLARS OLARSHIP HIP

Eva Evacue cuee Trust rust Pr Prope

• perty

ty Bo Boar ard (ETP ETPB) Go Govt

• vt. of
• f Pak

Pakist istan

• f
• ffer

ers excel celle lent nt opp

• ppor
• rtu

tunit ities ies for

• r

SAAR SAARC st stude dents nts. Sch Schol

• larshi

arship is is of

• ffere

ered by by Univ iver ersi sity ty o f Punjab unjab in in foll llowin ing di discip iplin ines es

1.

• 1. Mas

aster er in in Communi munica cati tion

• n Stud

udie ies

2.

• 2. Master

ers in in Inter ernatio ional Rel elatio ion

3.

• 3. M.Phil

il in in South Asia ian Studi dies es

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BEST PRACTICES FOLLOWED IN SAARC COUNTRIES

 ACAD

ADEMIC EMIC EX EXCHAN ANGE GE PROGRAM AM

Kennedy edy-Lug ugar ar Youth Exchange ange and Study y Program gram (Provides vides scholar larship ship to Pa Pakista istan n high school l studen ents ts in USA for one study y session) ssion) 27 MOU’s Sign by Indus University with International Universities in Vice Chancellor’s Forum on Sareena Hotel, Islamabad on 23-24 September 2013

 INDUS

DUSTRIA TRIAL L LINKA KAGE GE PROGRAM AM

Technology chnology In Incubati cubation

• n Centre

Centre (TI (TIC) is is an an initi initiativ ative of

• f NU

NUST to to incu incubat bate technology hnology ba based star art up up companie nies. Int Intern ernat ational ional Coop Cooper erat ation ion Centre Centre for

• r

En Engine gineering ering Ed Educati cational

• nal

Development(ICCE lopment(ICCEED) ED) ( Established ablished by by Japan Japan in in Srila ilank nka) a)

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QUAL ALIT ITY Y AS ASSURA RANC NCE E AGEN ENCY CY , HEC EC PAK AKISTAN

Esta stabli blish shed ed in in 2005 2005 as as a policy policy making making and and mo monit nitor

• ring

ing body

• dy for
• r

mainten enance ance and enhance nceme ment nt of

• f QUAL

ALIT ITY in in higher educat ation ion

 Policy

• licy making

aking and and devel elop

• pme

ment nt of

• f prac

practical tical guidelin guidelines of

• f quali

uality ty ass ssuranc rance related ed to to the higher degree program ams

 De

Developin eloping guideline guidelines for

• r

es esta tabli blishment shment

• f
• f

Quality Quality Enhance anceme ment nt Ce Cells and Mo Monitorin

• ring & Eval

valuat uation ion of

• f these

se QEC’s.

 Ca

Capacit pacity bui buildin lding to to enhance enhance the the stan standar dard of

• f quali

uality ty assuran assurance ce in in higher educat ation ion at at national

• nal level.

 Prof

• fessi

ession

• nal

als fr from QAA QAA will will se serve as as ma mast ster er trai trainer ner to to bui build ld ca capaci pacity ty of

• f pr

professional ssionals in in QE QECs Cs af after er rec receivi eiving ng their their trai traini nings ngs in in foreign gn count ntri ries es.

 QAA

AA will will also also be be a monit monitor

• ry and

and regula regulator

• ry bo

body dy to to focus

• cus on
• n

quali uality ty and and imple pleme menta ntation tion of

• f all

all desired sired measur easures and and polici policies to to improve the he st standard of

• f hi

highe her ed educat ation ion in in Pak Pakist stan.

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BEST PRACTICES FOLLOWED IN SAARC COUNTRIES

QUALIT LITY Y ASSURAN SURANCE CE AGE GENCY Y , HE , HEC PAKIS ISTAN

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CONCRE NCRETE TE MEA EASURES ES TAKE KEN BY SA SAARC MEM EMBERS ERS COUNTRIE TRIES

From all the above discussion , it has been concluded that following practices being done by SAARC countries:

1.

Learner mobility, credit transfer/ recognition of mutual degrees

2.

ICT compatibility and connectivity

3.

Development of database

4.

Promoting ODL in the region

5.

Academic programmes for accreditation and recognition by Member Institutions/States

6.

Sustainable development capacity building, innovation in teacher education to achieve MDGs(Millennium Development Goals)

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