Transparency and recognition

Without transparency between education systems and in the recognition of foreign credits, degrees and qualifications, the international mobility of students, staff and highly skilled professionals would remain a marginal activity.

In Europe, the Bologna Process has considerably improved the comparability of education systems and degree structure. At the same time, this process has exposed many remaining national differences. These differences and the instruments used to bridge them are the prime focus of this dossier.

Lost talent

Differences in education systems and cultures still form a major obstacle to further mobility, exchange and cooperation in Europe and the world. As a result, many talents and skills remain unrecognised and unused.

Although most European countries have ratified the Lisbon Recognition Convention, there are still many practical obstacles to the recognition of degrees and qualifications that continue to hinder the mobility of students, staff and other highly skilled professionals. These include a lack of knowledge among students, faculty administrators and other stakeholders on higher education systems in other countries.

Various transparency initiatives have been launched in an attempt to improve the comparability of countries and their institutions, including rankings, league tables, classifications of institutional profiles as well as cross-national assessments of learning outcomes.

Action to improve transparency

Current developments in the area of accreditation may help increase international transparency in higher education. Further cooperation in accreditation and mutual recognition of accreditation decisions could give an added boost to transparency and recognition. The current development of national qualification frameworks may also help improve the transparency and comparability of degrees and qualifications.

Expressing education in the form of learning outcomes is another way to help enhance comparability. The differences between national systems and approaches and the way in which international higher education deals with these differences are the focus of this dossier.