Mongolia and ASIIN: Why International Accreditation for Mongolia...

1 Dr. Iring Wasser MUST, 26.-28.01.2015

Mongolia and ASIIN:

Why International Accreditation for Mongolia matters – what ASIIN has to offer Mongolian-German Conference on International

Accreditation for Science, Informatics

and Engineering Programs

MUST Ulan Bator Shanghai, 26-28.01.2015

2 Dr. Iring Wasser MUST, 26.-28.01.2015 2

Herzlich Willkommen/ Өглөөний мэнд

http://www.omniglot.com/soundfiles/mongolian/goodmorning_mn.mp3



Mongolia and Germany

1. Traditionally excellent relations (2014 celebration of 40 years of diplomatic relations, the

former German Democratic Republic already since 1950); President Otschirbat visits

Germany 1995.

2. 30000 Mongolians are said to have a good knowledge of the German language and

culture, on the other hand first Mongolian professorship at the University of Bonn (2014)

3. Intensified cultural exchanges (opening of the Goethe Institute in 2006, DAAD is engaged

in the country, joint scholarship program since 2012 in the areas of engineering, science

and technology)

4. Political High Level Consultations: Visits of Chancellor Merkel to Mongolian President

Elbegdorj 2011; return visit 2012

5. Founding of GMIT, the German-Mongolian Institute of Technology, opening of new

Campus in Nalaikh and start of the first Bachelor Programs last year.

6. Visit of Minister Gantumur Education, Culture and Science


Herzlich Willkommen/ Өглөөний мэнд

Dr. Iring Wasser MUST, 26.-28.01.2015

Mongolian President Elbegdorj Tsakhia meets

German Chancellor Merkel GMIT celebrates opening of new campus/start

of first Bachelor programs




Why (international) accreditation matters – general observations

1. In almost all countries, there usually is a high diversity of both degrees and institutions

(danger of degree mills), public knowledge/Stakeholder knowledge about their quality is

not sufficient within a country and across national borders

2. Many countries including face the challenge of a growing private, non-regulated HE

sector and the phenomenon of trans-national education with a lack of regulatory codes

3. In many HE systems universities have been given more power/autonomy by the

ministries; the need for accountability via accreditation is becoming more prevalent

4. Degree and institutional diversity is matched by a great variety of national quality

assurance systems (danger of accreditation mills) , lack of trust about the performance of

external /internal quality assurance

5. In some countries the academic degree constitutes the automatic admission ticket to the

job market whereas in others additional prerequisites are demanded to acquire

professional status (e.g. registered engineer) – here the linkage between academic and

professional accreditation comes into play.


Why accreditation matters in Mongolia: Orientation for Various Stakeholder Groups

• Around 175000 Mongolian Students are currently enrolled in 178 HEIs (Universities,

Colleges and Teacher Training Institutes, of which 42 are public), the current enrollment

rate is high, 3 out of 5 youths, women represented over proportionally; decline in the

enrollment of technical/vocational schools; Master students around 18000, 3300 Ph.D.

• Students/Parents have to pay tuition fees (300 – 400 $, more in private institutions);

education is of high value in Mongolian/Asian culture: they want to know that their

money is well invested also domestically, not only at expensive HEIs abroad

• Graduates also want to have a guarantee that there qualifications are needed and paid for

in the job market: with the exception of the mining industry many students do not find a

job (only one third in the HE sector, two thirds in the technical/vocational HEIs)

• Mongolian employers operating in one of the fastest growing economies globally

complain about the qualification gap, a mismatch between the qualifications needed and

provided (Lack of STEM graduates, practical knowledge, soft skills etc.)

→ Accreditation by peer expert groups reassures stakeholders that an institution is

offering a quality education with a suitable skill set provided to graduates


Why accreditation matters in Mongolia: Support of Internationalization

• Currently around 100000 Mongolian Students enrolled abroad (major destinations

South Korea, Russia, US, Japan; in Germany around 700 students are enrolled (many

of the with a scholarship, hopefully more will come in the future).

• Manifold international cooperation projects in the HE realm; example for Mongolia´s

outreach is the Mongolian-German Institute of Technology, established in 2012

through a M.O.U. with the German Agency for International Cooperation; currently

500 Mongolian students study in foreign affiliated universities

• Before this background It is of vital importance that academic qualifications are

recognized between HEIs of different countries and different tools to achieve this

purpose exist

• Internationalization drive under Minister Gantumuur´s watch

→ Accreditation on the basis of an international peer review provides confidence and

additional fuel for fostering academic exchange


Why accreditation matters in China:

Self Governance/Autonomy vs. Accountability

• The Mongolian HE sector has come a long way since its beginning (Phases:

1950s Establishment of the Soviet Education model, reform movement since

the 1990s with a liberalization of the Mongolian Education Market;

• Transfer of powers from the MOE to Universities

• Introduction of systems of Internal and External Quality Assurance Systems into

Mongolia –creation of the National Council for HE Accreditation in 1998

→ Invitation of international accreditation agencies such as ASIIN to provide

international peer review in support of a quality education in Mongolia


Why accreditation matters in Mongolia: Modernization and Ongoing Reform of HE

• Tremendous development in Mongolian education sector: in less than 20 years,

since the transition of Mongolia in the 1990s, the average time spend in

education has increased from 7,7 years to 14,3 years, enrollment rates have

grown by a factor of 6.

• In all HEIs institutions educational reforms are encouraged , the international

concepts of student centered learning, the use of learning outcomes and

competence profiles and modern didactics are making headway.

• Problems remaining: only 23% of faculty members in public institution and 15%

in private have a Ph.D: low level of income, few research activities;

industry/business only start to engage themselves more; Minister ´s Gantumur

reform agenda also foresees to foster relationships with domestic and foreign

companies (internships)

→ Accreditation helps to support the necessary modernization processes by

bringing in a group of renowned external experts into a HE institutions during

the accreditation process, discussing jointly way of improving


Why accreditation matters in Mongolia: Modernization and Ongoing Reform of HE

The 2013/14 Global Competitiveness Index offers a set of figures concerning

Mongolian higher education. Ranked alongside 148 other countries, Mongolia scores:

43rd in gross tertiary enrolment;

68th in quality of math and science education;

73rd in extent of staff training;

83rd in Internet access in schools;

136th in quality of management of schools;

137th in overall quality of the education system

→ Accreditation helps to support the necessary modernization processes by

bringing in a group of renowned external experts into a HE institutions during

the accreditation process, discussing jointly way of improving

http://www.infomongolia.com/ct/ci/6663/139/Global Competitiveness Index 2013-2014: Mongolia

http://www.infomongolia.com/ct/ci/6663/139/Global Competitiveness Index 2013-2014: Mongolia


ASIIN as guardian of HE quality – a globally unique stakeholder set up

An alliance anchoring in the

scientific community and in the economy (universities, professional organizations, scientific societies,

chambers, trade unions, employers’ federations) working

together for quality assurance and improvement in higher education

Employer’s

Federations, Trade

Unions , Industry

Associations

Technical and

Scientific

Associations,

Professional

Organizations,

Chambers

Coordination

Group

of Universities

of Applied

Sciences

Coordination

Group of

Technical

Universities

Respective deans’ conferences as

“guests”

Respective deans’ conferences as

“guests”


ASIIN: a guardian of quality education

• Not-for-profit organization ( 1999)

• Cooperation between HEIs, professional societies and industry

• Expertise of around 1700 peers/experts and 200 committee members

• Programme accreditation / certification: ca. 4000 BA/MA/PhD study programmes, national seals and international field specific labels

• System accreditation / institutional certification: national seal and international ASIIN-label

ASIIN e.V.

• 100% affiliate of ASIIN e. V.

• Founded 2007 to complete portfolio and to avoid conflict of interests

• ASIIN certificate for modules and courses in continuous education (also in the area of vocational education)

• Trainings & workshops

• Evaluations/mock audits

• Consulting for organisation development

• Process management third party seals

• Management of professional cards

ASIIN Consult

• International / European projects: capacity building, field specific qualification

frameworks, learning outcomes / competence profiles

Certification

Academy

Quality Development


ASIIN: checks and balances in programme- / institutional accreditation

ASIIN General

Assembly

3 Persons

per group of

members

ASIIN-board

12 Persons

ASIIN-Experts Program

Accrediation

Accreditation Commission

Programmes

appoints

13 Technical Committees

Audit Teams

on recommendation

of TC appoints

Board of appeals

ASIIN-Experts In-

Stitutional Accreditation

Audit Teams

Accreditation

Commission Systems

appoints

reviews appeals

appoints

appoints

ASIIN Headquarters (endorses all bodies)

Proposals for pool of experts

and TC

ASIIN-Experts for Certification of

Programs below the

Bachelor Level

Audit Teams

Certification

Commission

appoints


ASIIN is the only disciplinary agency globally offering program accreditations in all STEM disciplines

Actual number of Technical Committees:

Techn. Comm. 8

Agricultural and

Nutritional Sciences

Techn. Comm. 8

Agricultural and


Techn. Comm. 1

Mechanical Engineering/

Process Engineering

Techn. Comm. 1


Process Engineering

Techn. Comm. 2

Electrical Engineering/

Information Technology

Techn. Comm. 2



Techn. Comm. 3

Civil Engineering/

Surveying

Techn. Comm. 3

Civil Engineering/

Surveying

Techn. Comm. 5

Physical Technologies, Materials and Process

Engineering

Techn. Comm. 5


Engineering

Techn. Comm. 6

Industrial Engineering

Techn. Comm. 6


Techn. Comm. 7

Information Management

Techn. Comm. 7


Techn. Comm. 4


Techn. Comm. 4


3Persons fromUniversities

3Persons fromuniversities of

applied sciences

3Persons from

industry

1-2Student members

Techn. Comm. 9

Chemistry

Techn. Comm. 9

Chemistry

Techn. Comm. 10

Biology

Techn. Comm. 10

Biology

Techn. Comm. 11

Geosciences

Techn. Comm. 11

Geosciences

Techn. Comm. 12

Mathematics

Techn. Comm. 12

Mathematics

Techn. Comm. 13

Physics

Techn. Comm. 13

Physics

Actual number of Technical Committees:

Techn. Comm. 8

Agricultural and


Techn. Comm. 8

Agricultural and


Techn. Comm. 1


Process Engineering

Techn. Comm. 1


Process Engineering

Techn. Comm. 2



Techn. Comm. 2



Techn. Comm. 3

Civil Engineering/

Surveying

Techn. Comm. 3

Civil Engineering/

Surveying

Techn. Comm. 5


Engineering

Techn. Comm. 5


Engineering

Techn. Comm. 6


Techn. Comm. 6


Techn. Comm. 7


Techn. Comm. 7


Techn. Comm. 4


Techn. Comm. 4


3Persons fromUniversities

3Persons fromuniversities of

applied sciences

3Persons from

industry

1-2Student members

Techn. Comm. 9

Chemistry

Techn. Comm. 9

Chemistry

Techn. Comm. 10

Biology

Techn. Comm. 10

Biology

Techn. Comm. 11

Geosciences

Techn. Comm. 11

Geosciences

Techn. Comm. 12

Mathematics

Techn. Comm. 12

Mathematics

Techn. Comm. 13

Physics

Techn. Comm. 13

Physics


ASIIN Accreditation Commission for Degree Programmes


276

282

394

258 281 285

373

438

330

450

319

0 7 0 16 13 945 29 26

125

91

0

50

100

150

200

250

300

350

400

450

500

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014e 2015e

total international average

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014e 2015e

0 0 0 2 5 12 14 31 44 54 101 133 159 284 37510 68 169 288564

8461240

14981779

20642439

28803210

3660 3979

international total

ASIIN has experience in national and international accreditations


Technical Committee 01 Mechanical Engineering/ Process Engineering

Technical Committee 02 Electrical Engineering/ Information Technology

Technical Committee 03 Civil Engineering, Surveying and Architecture

Technical Committee 04 Informatics/Computer Science

Technical Committee 05 Physical Technologies, Materials and Processes

Technical Committee 06 Industrial Engineering

Technical Committee 07 Business Informatics/ Information Systems

Technical Committee 08 Agronomy, Nutritional Sciences

and Landscape Architecture

Technical Committee 09 Chemistry

Technical Committee 10 Life Sciences

Technical Committee 11 Geosciences

Technical Committee 12

Mathematics

Technical Committee 13 Physics

895

728

421

614

193

336

146164

247 239

113

183

142

0

100

200

300

400

500

600

700

800

900

1000

TC 1 TC 2 TC 3 TC 4 TC 5 TC 6 TC 7 TC 8 TC 9 TC 10 TC 11 TC 12 TC 13

Engineering/Architecture

Informatics

Natural Sciences/ Mathematics

Distribution of ASIIN accreditations accross different disciplines


ASIIN Claim for Programme Accreditation

Program Seal Claim

• The ASIIN seal is awarded to a degree programme which fulfills the requirements of academia and professional life in the respective disciplines on a high level. At the same time it confirms that the conditions for good teaching and successful learning are provided. The award of the label is based on recognized learning-outcome oriented subject-specific standards aligned with the European Qualifications Framework and the „European Standards and Guidelines“.


An ASIIN-procedure on the programme / course / module level may lead to different seals

Engineering

National German (public, generic)

Informatics Chemistry

ASIIN: offering international seals and quality labels

Engineering, Natural Sciences, Informatics (Economics)


Certificates


Foreign Degree Programs

Joint Program Accreditations

Ongoing Accreditation Visits

Countries which have opened their markets for international accrediations

Globally, ASIIN has accredited as of now around 300 international study programs

International Accreditation Procedures conducted by ASIIN


ASIIN Accreditation in Kazakhstan

22

Contract: Pavlodar State University

Contract: East Kazkhstan State Technical University

Contract: North Kazkhstan State University

Contract: Caspian State University

Contract: Karaganda State University

Accreditations:

• Al-Farabi National University

• Technical University

• National Pedagocial Abay University

• Agrarian National University

• Technological University

Accreditations:

South Kazakhstan University

Contracts:

• Al-Farabi University

• Abay University

• Agrarian University

East Kazakhstan State University

Contract: Kainar Semey University

Eurasian National University


ASIIN Global International Activities (national projects Russia and the ASEAN region)

International Workshops and Conferences in 2014 (Indonesia, Spain, Slovenia, Russia, Azerbeijan), in 2015 Conferences in China, Mongolia, Vietnam, Brasil, Mexico, Saudi Arabia, and Namibia.

Cooperation Agreements (Bologna-Club, Russia; ONESQA, Thailand; IAAR und IQAA Kasachstan; NBA, India; CONEAU, Argentinia and Central America)

Current EU-projects (Russia, Georgia, Armenien); Cooperation projects with DAAD (ASEAN-Region, East Africa, Central America), Twinning-Projects (Armenia, Egypt)


Programme Institutional

Object Individual Degree Programmes Institutional Units

(HEIs, possibly departments)

Approach Assessment of individual degree

programmes with regard to

• the achievement of the

intended learning outcomes

• the coherency (Objectives–

„Input“ – „Outcome“) of the

programme

Assessment of the consistency and

effectiveness of a quality

management approach in teaching

and learning which help to aim for

and achieve the desired quality (in

terms of results) in a degree

programme

Certificate For each Degree Programme For the Institution

Comparing Programme and Institutional Accreditation


25

ASIIN System Seal: Institutional Accreditation

Claim:

„ The institution guarantees to fulfil the institutional,

procedural and cultural requirements for good teaching and successful learning.“

Maturity Model as basis for accreditation and evaluation

I. Definition and Understanding of Quality (incl. QMS)

II. Educational Offers (Development + Implementation)

III. Management of Resources (incl. links to research +administration )

IV. Transparency and Documentation

Criteria


I. Definition of quality

IV. Transparency &Documentation

III. Management of Resources

II. Educational Programmes / Courses / Trainings

I.1 Objectives IV.1 Rules and regulations for programmes / courses / trainings

III.1 Material and human resources III.2 Human resources development

II.1 Creation and development of programmes / courses / trainings II.2 Implementation of programmes / courses / trainings

I.2 (Quality-) management systems/ governance

IV.2 Documentation III.3 Research III.4 Administration

II.3 Cooperations II.4 Examination systems and organisation of exams II.5 Recognition of achievements

I.3 Monitoring/ self-evaluation

IV.3 Monitoring/ self-evaluation

III.5 Monitoring/self-evaluation

II.6 Assistance and support II.7 Monitoring/self-examination

Learning, Creativity and Innovation

Results Processes Aims Cu

stom

ers, 3rd

party in

terest grou

ps, H

EI‘s enviro

nm

ent

Cu

sto

mer

s, 3

rd p

arty

inte

rest

gro

up

s, H

EI‘s

en

viro

nm

ent

ASIIN System Seal: Four Areas of Review


0 = non-existent

1 = defined

2 = implemented

3 = established and controlled

4 = predictive and proactive (best practice/ideal)

ASIIN System Seal: Five Levels for Maturity Development


ASIIN System Seal confirms that an HEI …

…complies with and implements the framework requirements developped by

ASIIN

Framework requirements: • Five (5) Maturity levels • Four (4) Criteria clusters • Three (3) Dimensions

… enables the HEI for…

… self-assessment … (self-)control

of its maturity of its internal processes

… allows the HEI an…

… autonomous definition of its role, objectives, expected results

…anticipatoriy consideration of the expectation of its political-legal and socio-economic environment

ASIIN System Seal – a development tool for HEIs


Individual Certification

engineerING card

Certification of modules / trainings

Programme Accreditation

(national/ international)

System Accreditation

(national)/ Institutional Accreditation (international)

The range of ASIIN quality seals

ISO Certification

29

Evaluations


• education programmes of HEIs and other providers leading to a degree

• individual, separate or a series of modules

Refers to

• the objectives and learning outcomes defined by the provider can be attained with the help of the content, resources and structural framework conditions

• the intended level of the EQF (level 6 or 7) is achieved (upon request)

Confirms that

• 5 years

Valid for

ASIIN Certification - Summary


Achievement of intended

objectives Adequacy of level

What does the ASIIN Certificate stand for?


Master‘s degree

programme

Lifelong Learning

e.g. modules in the frame of a technical VET

programme

Bachelor‘s degree

programme

e.g. further education training course

e.g. further education module

Context of the offer


Thank you/Bayarlaala

Contact:

Dr. Iring Wasser

CEO of ASIIN

President EASPA

President CEENQA

INQAAHE Board Director

Mail: [email protected]

Web: www.asiin.de

phone: +49 (0)211 / 900 977 -10

Mongolia and ASIIN: Why International Accreditation for Mongolia...

Documents

Transcript of Mongolia and ASIIN: Why International Accreditation for Mongolia...