5 August 2014 Dae Joon Hwang, Ph.D. Secretary General of ... · PDF fileSecretary General of...
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Dae Joon Hwang, Ph.D.Secretary General of Korean Council for
University [email protected]
5th August 2014
International UNESCO APEC Regional Conference on Foreign Accreditation,
4-5 Aug 2014, Colombo, Sri Lank
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I. Background
II. A Framework of Lifelong Education
III. Discussions on Regional Credit Transfer
and Accumulation System
IV. Conclusion
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I. Background
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Evolving Stages of Higher Education
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Elite higher education
Mass higher education
Universal (or Post-massification) higher education
Accessibili
ty
Stu
de
nts
De
mo
gra
ph
ic
Traditional
students
Non-traditional
students
Evolution of Higher Education
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Stages of
evolution
Main
actors
Core value Key issue Major roles
and priority
Research
focus
Elite higher
education
Professors Excellence Academic
freedom->
high-quality
knowledge
Research
productivity,
Research
> teaching
> administration
Pure/basic
> applied
Massification
higher education
Academic
managers
Quality, and
Efficiency of
education
Management
reform
Teaching-research
nexus,
Equal priority:
research, teaching,
administration
Development
> applied
> pure/basic
Post-
massification
higher education
Students Student
satisfaction
College
experience
Learning from
teaching,
Administration
> teaching
> research
Development
> applied
> pure/basic
*Source: J.C. Shin, Te Scholarship of Teaching, Research, and Service, pp.75-83, The Future of the Post-Massified University
at the Crossroads, Knowledge Series in Higher Education vol. 1, 2014, Springer.
Life Style Switching to Mobile
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Mobile technologies change way of living,
thinking, collaboration, and learning
Different characteristics of students:
digital native vs. digital immigrant
Use of ICT in education innovation
becomes important: leveraging vs.
technologizing
Practicing open paradigms allows more
opportunities: content access, IPR,
delivery of education service
Life became deeply connected: SNS
Big Data analysis becomes important
Media literacy training gains more
attention
Increasing awareness to multiculturalism
Allow disabilities for more social
participation using Assistive
Technologies
Social inclusion
by disabilities
Lifelong learning
service
e-Government, health
care, civil service
Job opportunity
Education, learning
and training serviceLocation based
service for
transportation
Leisure, tourism,
hiking
Participation to
policy making
*Number of mobile phone users: Korea (62%, 36,98million, 70% smartphone users), Sweden (51%),
USA (49%), France(40%), Germany (38%), Japan (36%), Flurry Analytics in USA, 2014.
The Era of Big Data
Era of PC
Era of the
Internet/
Mobile
Mainframe
Computer
Data Volume
Data Type
Data Feature
The EB (Exa Byte) Era(end of 90s=100EB)
Introduction of ZB (Zeta
Byte)(2011=1.8ZB)
The ZB Era(‘20=increase 50 times from
‘11 )
Structured data
(database, office information)
Unstructured data
(email, multimedia, SNS)Object information,
cognitive information (RFID,
Sensor, M2M )
StructralizationDiversity, Complexity,
SocializationReality, Real-time
Explosive
increase of
digital
information
SNSWeb2.0
Broadband
1PC/person
Mobile Revolution
www
M2M
Augmented Reality
Artificial Intelligence
(by IDC & EMC, ‘Digital Universe Study 2011’)
IT
everywhere
Era of Big
Data
*Source: Jeong Ji-Sun, New Possibilities of Big Data and Counter Strategies, Mar. 2012, NIA, Korea
• Amount of information to be managed in 2020 will increase by more than 50 times
•Volume of data doubles every 18 months
•Amount of the worldwide digital information in 2011 is roughly 1.8ZB(zeta bytes): 1.8ZB = 1.8 trillion GB = 1.8 x = 1021 Byte
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What Do You Think?
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*Source: McCafferty, Dennis, How CIOs Really Feel about Technology, CIO Insight, 15350096, 2/20/2014
Gross Enrolment Ratios for Bachelor’s Programs by
Country or Territory, 1980-2011
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Increasing Non-traditional Students in Tertiary
Education
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*Source:(a) Source: OECD Stat Extracts: http://stats.oecd.org/wbos/Index.aspx?DatasetCode=RENRLAGE, 2006
(b) Enrollment is total tertiary enrollment (full-time ? part-time)
(c) Female and part-time enrollment are the ‘‘female enrollment’’ and ‘‘part-time enrollment’’ of the OECD data
Demand Forecast for Korean HE: Freshman Class
Sources: MEST&KEDI.(2008); Education Statistics Yearbook 1990~2008 (http://std.kedi.re.kr/index.jsp)
300,000
400,000
500,000
600,000
700,000
800,000
900,000
1,000,000
1990 1995 2000 2005 2010 2015 2020
Nu
mb
er
of
Stu
den
t
’04 (644,962)
’04(642,188)
'99 (850,184)
'08 (582,436)
Year 2004 Year 2018
18-year-olds
FreshmanEnrollment Quota
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What a Sustainable Approach!Umm.. This is
SMART!
*Source: http://gaggiftsrus.com/Smiles/LOL.html
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II. A Framework of Lifelong
Education
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The Framework of Lifelong Education of Korea
Domains of education Lifelong education systems
Lifelong learning experience:
career, Personal activity records of
study on foreign language, volunteer,
awards, certificates, hobby and
community
activities
Lifelong Learning
Account System
(2010)
Academic Credit
Bank System
(1998)
Learning
experience in
education
institutions
Higher
education
Bachelor’s Degree
Examination for
Self-education (1990)
Secondary
education
Secondary Associate degree
Examination for Self-education (1945)
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Secondary Associate degree exam for self-education (1945) Acquire middle & high school Associate degree by passing exam
Bachelor's Degree Examination for Self-educations (1990)
Provide individuals with Bachelor’s degree, who passed examination testing
level of learning on the basis of “The law of earning BA degree by self-study”
Academic Credit Bank System (1998)Conferment of Bachelor’s and associate degrees equivalent to junior college
or university by recognizing various learning programs running out- or inside of schools and certificates as equivalent credits based on “The Article 9 of the Law of Credit Recognition”
Lifelong Learning Account System (2010)Provides individuals with opportunities for recoding and accumulation on their
personal learning account of Learning History Management System in which individuals learning experience are recorded
Everyone is allowed to open personal Lifelong Learning Account for further use of supporting learning design, linking the achievement with equivalent education history and certificate and recognition on learning records
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More on the Framework of Lifelong Education
Academic Credit Bank System (ACBS)
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An educational system which recognizes diverse types of learning experiences
acquired not only in school but also outside of schools
Allows people with various educational backgrounds to obtain a higher education
degree: bachelor’s degree, associate degree
Implemented in 1998 under “Act of Recognition of Credits, etc…”
Students enrolled has been gradually increasing since 1998: 940,000 in 2013
Accredited Education Institutes
Types of Education & Training InstitutesNumber of Institutes
Ratio (%)
Universities, etc
Lifelong education centers affiliated with universities 141 24.9
Lifelong education centers affiliated with colleges 82 14.5
In-depth courses in colleges 13 2.3
Sub total 236 41.6
Vocational training institutions
Public vocational training institutes 2 0.4
Private vocational training institutes 100 17.6
Sub total 102 18.0
Private learning institutes
Private institutes 20 3.5
Social studies institutes 11 1.9
Arts institutes 8 1.4
Sub total 39 6.9
Education institutions affiliated with the central and local governments 15 0.9
Military education institutes 29 2.6
Lifelong education centers 132 5.1
Institutes for Important Intangible Cultural Properties 9 23.3
Special schools and higher technical universities 5 1.6
Total 567 100.0
Source: Lifelong Learning Guide, National Institute for Lifelong Learning, 1 Dec 2013 CreditBankSy_5Aug2014_DJHwang
Completion of accredited courses through ACBS: taking subjects recognized by
university affiliated lifelong education institutes, private learning institutes, and TVET
institutes, and lifelong education facilities
Certificate acquirements: acquisition of certificates notified by president of National
Institute for Lifelong Learning with the approval of Minister of MOE for some of
certificates approved by public institutes
Pass Bachelor's Degree Examination for Self-educations or courses for
exemption: taking exemption courses or passing level test for self-directed learning
processes
Possession or inheritance of invaluable intangible cultural properties: holders of
important skills or entertainment talents recognized by The Law of Cultural Asset
Protection Law or those taking lessons from intangible cultural assets
Completion of college part-time courses: allow the general to take subjects through
hour registration running at universities or junior colleges, and cyber universities
Acquirements of college credits: recognize the credits taken by those who dropped
out universities or by those who are graduated from junior colleges
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Sources of Credits Accrediting by ACBS
Degree Requirements
Source: Lifelong Learning Guide, National Institute for Lifelong Learning, 2013CreditBankSy_5Aug2014_DJHwang
Classification Bachelor’s DegreeAssociate Degree
Remark2 Year 3 Year
Total completion
credits
140 credits or
higher80 credits or higher
120 credits or
higher A minimum of 18
credits should be
taken from ACBS-
affiliated
institutions or other
recognized
institutions
Major subject 60 credits or higher 45 credits or higher 54 credits or higher
General subject 30 credits or higher 15 credits or higher 21 credits or higher
For a bachelor’s degree from a university: rquired 84 credits or higher
For an associate degree from a college: required 48 credits or higher
Candidates who completed the three-year course in college are required to obtain 65
credits
Student Registered in Academic Credit Bank System
(2011-2013)
YearFirst half Second half
Total1QT 2QT Sub total 3QT 4QT Sub total
2011 16,880 53,537 70,417 22,101 28,097 50,198 121,425
2012 17,532 60,470 78,002 21,832 33,937 55,769 133,771
2013 23,726 67,483 91,209 24,506 27,635 52,141 143,350
Source: Lifelong Learning Guide, National Institute for Lifelong Learning, 2013 CreditBankSy_5Aug2014_DJHwang
(unit: persons)
16,880
17,532
23,726
53,537
60,470
67,483
22,101
21,832
24,506
28,097
33,937
27,635
121,425
133,771
143,350
0 20,000 40,000 60,000 80,000 100,000 120,000 140,000 160,000
2011
2012
2013
Total 4QT 3QT 2QT 1QT
Degree conferment
The degree conferred through ACBS is equivalent to a university or college
degree under “The Higher Education Act”
Degree is conferred by the Ministry of Education or the president of the university
or college
Standardized curriculum
The Standardized Curriculum refers to the educational course as regulated by
the Ministry of Education
Provides learners and educational and vocational training institutions with
guidelines on the evaluation of credit and accreditation
Accreditation of programs
Process evaluation and accreditation of curriculum offered by educational and
vocational institutions through approval of courses based on their quality
equivalent to those of a college or university
The educational program is accredited on the basis of subjects (off/on-line
learning) and major, which have been running by various educational and
vocational institutes
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Major Considerations on Academic Credit
Bank System
The Standard Curriculum for ACBS
Types Types of academic degreesTotal
Majors
Bachelor
degree
(24)
Home economics, Nursery, Business management, Economics, Engineering,
Tourism, Advertisement, Military, Literature, Information retrieval, Fine arts,
Cosmetics, Law, Healthcare, Criminal investigation, Theology, Arts, Music,
Science, Physical education, Fashion, Oceanology, Public administration
109
Associate
degrees
(13)
Home economics, Business management, Engineering, Tourism, Military,
Agriculture, Industry design, Linguistics, Bio-industry, Arts, Healthcare, Public
administration, Physical education
109
Source: Lifelong Learning Guide, National Institute for Lifelong Learning (NILE), 1 Dec 2013
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41 majors included in the first announcement in Feb 1998
Expanded to 109 majors as of Dec 2013 after 19th revision
Requirements for a Bachelor’s or Associate Degree
Source: Lifelong Learning Guide, National Institute for Lifelong Learning, 2013CreditBankSy_5Aug2014_DJHwang
Classification Bachelor’s DegreeAssociate Degree
Remark2 Year 3 Year
Total credits for completion
140 credits or higher 80 credits or higher 120 credits or higher
Common requirements
Major subject 60 credits or higher 45 credits or higher 54 credits or higher
General subject 30 credits or higher 15 credits or higher 21 credits or higher
A minimum of 18 credits should be taken from ACB S-affiliated institutions or other recognized institutions
Compulsory subjects of a specific major must be satisfied with its credits and coursesDegree conferred by the Ministery od Education
Credits of a university
84 credits or higher 48 credits or higher 65 credits or higherDegree conferred by the University President
A bachelor’s degree from a university: 84 credits or higher of 140 credits
An associate degree from a junior college: 48 credits or higher (2-year) of 80 credits,
65 credits or higher (3-year) of 120 credits
Statistics of Presentation of Degrees
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Year Associated degree Bachelor’s degree Total
2011 29,126 (59.9%) 19,478 (41.1%) 48,604
2012 37,571 (65.6%) 19,690 (34,5%) 57,261
2013 44,751 (68.5%) 20,589 (31.5%) 65,340
29,126
37,571
44,751
19,478 19,690 20,589
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
45,000
50,000
2011 2012 2013
Associate degree
Bachelor's degree
(unit: persons)
Conferment of Academic Degrees by Age Group
Year
Age< 24 age 25~30 age 30~40 age 40~50 age 50 age < Total
20115,161
(10.6%)
13,490
(27.8%)
16,915
(34.8%)
9,418
(19.4%)
3,589
(7.4%)
48,604
(100.0%)
20126,262
(10.9%)
12,359
(21.6%)
21,854
(38.2%)
12,314
(21.5%)
4,472
(7.8%)
57,261
(100.0%)
20137,481
(11.5%)
12,187
(18.7%)
24,453
(37.4%)
15,903
(24.3%)
5,316
(8.1%)
65,340
(100.0%)
Source: Lifelong Learning Guide, National Institute for Lifelong Learning, 2013CreditBankSy_5Aug2014_DJHwang
(unit: persons)
Bachelor's Degree Examination for Self-education
Aims to facilitate self-directed learning activities for lifelong learners by officially
approving self-taught learning results through a 4-stage process of qualifying
examinations
Allows a self-taught learner to attain a bachelor’s degree by passing the required
examinations
A degree is officially conferred by the Ministry of Education
BA degrees of different majors (11): Korean literature, English literature,
Management, Law, Administration, Infantile education (from 3rd level), Home
economics, Computer science, ICT (from 3rd level), Nursery (from 4th level),
phycology
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Qualifications for Bachelor's Degree through Self-learning
CreditBankSy_5Aug2014_DJHwangSource: Lifelong Learning Guide, National Institute for Lifelong Learning, 2013
Requirements for Qualification and Examinations
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*ISSE (Individual Subject Score Evaluation): Obtaining 60 of the above points out of 100 merits a passing score with
no expiration date
**TSE (Total Score Evaluation): Obtaining 360 out of 600 points in 6 subjects merits a passing score. Individual scores
are inconsequential, as the single overall score yielded determines applicant qualification.
Level Evaluation areaNumber of exams
Pass-measurement
CompulsoryOptional Total
Qualifying Examination for Liberal Arts
Evaluating general knowledge of Liberal Arts courses at the university level
3 subjects 2 out of 15 5 subjects *ISSE
Qualifying Examination for Major-basic subjects
Evaluating knowledge and skills for con-ducting academic research in a given professional field
- 6 out of 8 6 subjects *ISSE
Qualifying Examination for Major-advanced subjects
Evaluating professional knowledge and skills related to the major field of study
- 6 out of 8 6 subjects *ISSE
Comprehensive Examination
Assessing comprehensive knowledge and skills required for bachelor’s degree
4 subjects 2 out of 3 6 subjects*ISSE or
**TSE
Source: Lifelong Learning Guide, National Institute for Lifelong Learning, 2013
Summary of Accredited Credits for Bachelor's Degree Examination for Self-educations
Source: Lifelong Learning Guide, National Institute for Lifelong Learning, 2013 CreditBankSy_5Aug2014_DJHwang
Year
Credit recognition based on different sources
TotalAccredited
subjects Certificates
Self-directed learning
programAffiliated
universities
Important
Intangible
Cultural
Properties
Part-time
coursesPass test
Exemption
courses
20113,772,465
(52.0%)
368,435
(5.1%)
122,840
(1.7%)
3,482
(0.0%)
1,921,036
(26.5%)
419
(0.0%)
1,070,129
(14.7%)
7,258,806
(100.0%)
20125,147,678
(64.5%)
365,940
(4.6%)
145,142
(1.8%)
3,075
(0.1%)
1,838,107
(23.0%)
452
(0.0%)
482,053
(6.0%)
7,982,447
(100.0%)
20134,926,398
(71.4%)
235,448
(3.4%)
85,831
(1.2%)
2,497
(0.1%)
1,327,416
(19.2%)
555
(0.0%)
327,244
(4.7%)
6,905,389
(64.5%)
Accredited subjects are increasing due to the expansion of accreditation for remote based subjects and courses
Accreditation for part-time courses rapidly decreasing due to intensified quality assurance measures taken
Lifelong Learning Account System (LLAS)
Aims to establish the environment in which there are more benefits to those who participate in the lifelong education: the bipolarity of education leads to the bipolarity of income
Manage the individual learning history and results as the social assets for nation’s sustainable growth
Provides individuals with the opportunities for participating in diverse learning program for social inclusion and education equity
Endows the incentives on employment or entrance into higher grades with the accumulation of academic credits after receiving education from the various education institutions and TVET institutes
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III. Discussions on Regional
Credit Transfer and
Accumulation System
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Tertiary Growth Enrollment Ratios, 1980-2011
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*Source: UIS Data Center
Secondary and Tertiary Growth Enrollment
Ratios, 2007-2008
* Korea (98.10%), Australia (77.00%)
Japan (58%), Hong Kong SAR (55.60%),
Malaysia (32.10%), China (22.70%)
Overall Public Tertiary Expenditure as a Share of
GDP
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*Source: WDI database, 2011.
Academic Qualifications of Faculty in East Asian
Economies
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*Source: Cambodia: HRINC 2010; Indonesia: World Bank Indonesia Higher Education Sector Assessment 2009; Japan: Newby and others 2009;
Mongolia: National Statistical Offi ce data; Philippines: Commission on Higher Education 2010 data; Taiwan, China, and Republic of Korea: China
Higher Education Reform 1997/2009; Thailand: Commission on Higher Education 2008 data and World Bank 2009a; Vietnam: MOET 2005, 2010. —
= not available.
Index of Global Competencies of ASEAN Countries
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Total
Secondary
education
enrollment
Tertiary
education
enrollment
Education
system
Brunei 57 12 98 25
Cambodia 111 118 118 58
Malaysia 39 103 61 14
Indonesia 73 95 85 47
Philippines 64 81 76 45
Singapore 2 15 19 3
Thailand 60 92 54 78
Vietnam 96 94 87 72
Source: World Economic Forum, Global Competitiveness Index
Implication of Academic Credit Bank System
Flexibility and openness to higher education: no university entrance exam,
lower barriers to access, selecting time and education institutions for learning
Allow learners to learn and work as well
No limit to earn degrees after first registration to ACBS
Certificates and lifelong learning programs and TVET programs taken are
recognized as credits -> minimize redundancy
No full-time students, but part-time students
Not need to establish large scale universities
Quality assurance and management can be possible through various
evaluation and its recognition
Self-directed learning can be allowed
Provide students who dropped out or held academic degrees with opportunities
for earning new degrees
Minimize government financial investment on education
Allow self-directed learning
Freedom of changing majors
Easy to change majors
Source: Lifelong Learning Guide, National Institute for Lifelong Learning, 1 Dec 2013CreditBankSy_5Aug2014_DJHwang
Issues of Regional Academic Credit Bank System
in APEC Region (RACBS)
Types of implementation: Establish an independent dedicated organization (Regional Academic Credit
Bank?)Regional council based on mutual agreementNational level implementations: lifelong learning city, learning resource center Feasibility study at regional level: benchmarking, survey, working groupOthers: mixed approach
Issues to be discussed Governance: organizational structure, financing, coordination function, expert
committee, infrastructure, management of learning records and history oflearners
Degree conferment: authority, requirements, guideline
Standardized curriculum: educational courses, subjects, credits
Common guideline of accreditation: education institutions and TVET institutes, quality assurance, accrediting guideline of lifelong learning experience and learning experience in education
Others: multicultural awareness, mismatch between regional guideline and national guideline, interrelate with NQFs and AQF
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IV. Conclusion
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Conclusion
Need to pay attention to the Framework of Lifelong Education of Korea as a
synthetic approach to address issues of higher education and lifelong learning
facing Asian countries
Now open for cooperation and discussion on credit transfer and management
system: implementation, governance, QA, and operation for sustainability,
interrelate with AQF
Encourage further discussion on how to benefit from the ACBS at regional level: a
regional educational cooperation projects in the higher education and lifelong
education to challenge Lifelong Learning For All (the UNESCO agenda) in 2030
Strengthening strategic partnerships on lifelong learning: between member
economies, ASEAN+3, SEAMEO, UNESCO, and other international organizations
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Thank You
감사 합니다
Dae-joon Hwang, Ph.D.Secretary General of Korean Council for University [email protected]
13th Session of the Regional Committee on the Recognition of Qualifications in Higher
Education in Asia and the Pacific, Colombo, Democratic Socialist Republic of Sri Lanka
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