Mutual Recognition Of Qualifications Research Articles

Mutual recognition of qualifications, health workforce migration, and graduate outcomes: a comparative mapping study of undergraduate dental education in Europe

BackgroundThe resource needs of health services are served by the recognition of qualifications across borders which allows professionals to migrate between countries. The movement of dentists across the European Union (EU), especially into the United Kingdom (UK), has provided a valuable boost to workforce supply. Recent changes to policy recognising overseas qualifications have brought attention to the equivalence of qualifications awarded in EU countries. Professional regulators need to be confident that dentists who qualified elsewhere have the appropriate knowledge, skills and experience to practise safely and effectively. The aim of this study was to compare UK and EU dental curricula, identify any differences, and compare the extent of pre-qualification clinical experience.MethodsThis was a mixed methods study comprising a questionnaire and website searches to identify information about curricula, competences, and quality assurance arrangements in each country. The questionnaire was sent to organisations responsible for regulating dental education or dental practice in EU member states. This was supplemented with information obtained from website searches of stakeholder organisations for each country including regulators, professional associations, ministries, and providers of dental education. A map of dental training across the EU was created.ResultsNational learning outcomes for dental education were identified for seven countries. No national outcomes were identified 13 countries; therefore, learning outcomes were mapped at institution level only. No information about learning outcomes was available for six countries. In one country, there is no basic dental training. Clinical skills and communication were generally well represented. Management and leadership were less represented. Only eight countries referenced a need for graduates to be aware of their own limitations. In most countries, quality assurance of dental education is not undertaken by dental organisations, but by national quality assurance agencies for higher education. In many cases, it was not possible to ascertain the extent of graduates’ direct clinical experience with patients.ConclusionsThe findings demonstrate considerable variation in learning outcomes for dental education between countries and institutions in Europe. This presents a challenge to decision-makers responsible for national recognition and accreditation of diverse qualifications across Europe to maintain a safe, capable, international workforce; but one that this comparison of programmes helps to address.

China-ASEAN Qualifications Framework: Pathways to mutual recognition

Developing a mutual recognition mechanism for China-ASEAN qualification framework of vocational education is essential for creating a fair, freely mobile lifelong learning system that will enable learner to carry and accumulate their learning outcomes across the region. By formulating and implementing unified standards, mutual recognition of qualifications across domains, industries and regions will be promoted, fostering greater collaboration and mobility between educational institutions and workplaces. To achieve this objective, China and the Association of Southeast Asian Nations (ASEAN) have undertaken extensive preparations and explorations at the policy, organizational and functional levels. The development commitments outlined in the “Vision 2030 of China-ASEAN Strategic Partnership” provide a framework for the establishment of a mutual recognition mechanism, while the existing promotion measures of all parties demonstrate their commitment to realizing this vision. This paper proposes the concept of five development stages of mutual recognition of national qualification frameworks (NQFs) in vocational education, which will gradually establish the mutual recognition mechanism of regional NQFs. This mechanism will not only promote greater collaboration and mobility between learners, educational institutions, and workplaces but also achieve the ultimate goal of comprehensive development of people and society in the region.

Internationalization and knowledge management strategies of service firms: impact of regulatory environment in regional markets

PurposeThis study aims to the influence and impact of regulations and highlights the barriers to market entry faced by Australian professional service firms in the European Union (EU) and their strategies to manage and transfer tacit knowledge.Design/methodology/approachThe authors collected data by reviewing relevant regulatory documents and conducting semi-structured interviews with key informants from Australian architecture firms and senior representatives from the professional, trade and regulatory bodies in Australia and Europe.FindingsHistorically, Australian professional service firms use the United Kingdom (UK) as their EU base. The mutual recognition of qualifications and prior experiences are barriers to intra-organizational expatriation and knowledge transfer. The study identifies the dual nationality of the architects as a way of circumventing the residency/nationality restrictions.Originality/valueThe study discusses Brexit and how the uncertainty surrounding the UK and EU’s agreement adds to the complexity for non-European firms’ market entry and operations in the region.

Recognition of Qualifications in Law Earned in an East African Community Partner State

The Treaty for the Establishment of the East African Community secures specific rights for nationals or citizens of Partner States. These rights include freedom of movement within the Community. In exercise of this freedom, Kenyan nationals have been granted access to training institutions in other Partner States from which they have earned academic and professional qualifications in law. The qualifications are recognised by the host Partner States as being sufficient for accessing the profession of an advocate within their territories. The Protocol on the Establishment of the East African Community Common Market provides for harmonisation and mutual recognition of academic and professional qualifications. Partner States undertook to mutually recognise qualifications granted, experience obtained, requirements met, licences or certifications granted in other Partner States. Harmonisation and mutual recognition of qualifications should be undertaken in accordance with annexes to be concluded by the Partner States. No annexes have been concluded. In the absence of a mutual recognition framework, Kenyan nationals who have earned qualifications in law in other Partner States are subjected to additional requirements in violation of the Treaty. Kenya cannot renege upon her obligations under Community law and must refrain from any acts which would frustrate the objects of the Treaty.

2012 - The year when BAOMS and its officers prevented closure of all UK shortened medical and dental courses.

In Spring 2011 the Department of Health (DH) received a request to review European Union Directive 2005/36 EU - the directive relating to the recognition of professional qualifications. The Department of Health lawyer raised concerns that the existing shortened dental courses may be in breach of EU law. There were three shortened dental courses in the UK: 4year graduate entry courses in Liverpool/Peninsula and 3-year Dental Programme for Medical Graduates (DPMG) in Kings, London. During the summer the General Dental Council (GDC) was made aware of these concerns. In autumn 2011 the Chief Dental Officer for England with the GDC, told the Dental Deans' Council (DDC) that shortened dental courses were illegal. On 12th Jan 2012 students on the DPMG were told that they would have to complete a full 5-year dental degree. The GDC said that this interpretation of EU law would also impact on shortened medical courses. In view of the potentially enormous impact that this would have on OMFS training, BAOMS engaged all the resources it could and by assembling legal opinions including written contributions from Sir David Edward, whose opinion was being misinterpreted by the GDC and DH, and by sharing these resources with all the stakeholders, BAOMS was able to preserve shortened dental and medical courses. Now that the UK has left the European Union, negotiations around mutual recognition of qualifications may mean this issue will resurface. We should remain vigilant.

Діагностика управлінсько-квалітологічної компетентності здобувачів освтіи у закладах вищої освіти

One of the positive effects of globalization processes is providing international quality of education, promoting the development of information and communication technologies and their dissemination in education. Globalization manifestations of ensuring the quality of education are: training a specialist of innovative type; international mobility of trained labor force; mutual recognition of qualifications by countries in order to enable recruitment of specialists from other countries; rapid response to the development of the modern economy by training specialists of new qualifications with knowledge of new technologies; increasing the number of foreign students; increasing the number of paid-for-study students who consider high-quality education a significant investment; maintenance of the level of competitiveness of the country in the world export market of education. The purpose of the article is to develop methods for diagnosing the formation of ОНЮМКtТoЧ qЮКlТtв ЦКЧКРОЦОЧt spОМТКlТsts’ managerial and qualitative competence. The criteria for the diagnostics are: motivational-axiological, cognitive, active. The method developed by us involves formal and informal types of theoretical and practical training of educational systems quality specialists. It has been approbated. The quality of the method is statistically confirmed using the Pearson method and single factor analysis dispersion. In the future, the developed methodology for diagnostics of managerial and qualitative competence is proposed to be improved. This improved version is used to identify teachers with a high level of competency. From these teachers, in the future, one can form experts on the quality of education at different levels: local (for institutions of higher education), regional and even national.

Migration and Education: Quality Assurance and Mutual Recognition of Qualifications Summary of Expert Group Meeting (Nine Country Audit)

On September 22-23 2008, UNESCO convened an Expert Group Meeting in Paris on Migration and Education – Quality Assurance and Mutual Recognition of Qualifications. The aim of this meeting was to bring together senior representatives from UNESCO, WHO, IOM, UNCTAD, the Commonwealth Secretariat, OECD, the International Pharmaceutical Federation (FIP), Hewlett Packard1 and a selected number of Permanent Delegations to UNESCO to facilitate discussion, and to hear country experts present commissioned papers addressing the topic. The nine case study countries (in alphabetical order) were Australia, Canada, China, France, Malaysia, Morocco, the Philippines, Senegal, and the United Kingdom (UK).

Innovations in Construction Personnel Education

The Erasmus+ programme, financed by the European Union, encourages international projects focused on education and recognition of professional qualifications. Projects presented in this paper deepen the ideas of Directive 89/48/EWG, which will lead to the creation of a proper European system of comparison, certification and mutual recognition of qualifications in construction. Results of the projects will improve didactic process and qualifications recognition of European Union managers in construction. Paper presents 3 Erasmus+ projects: “The Augmented Reality Formwork Assembly Training” (Project number 2016-1-PL01-KA202-026102), “Common Learning Outcomes for Construction Managers in EU, part IV” (Project number 2015-1-PL01-KA202-016454), and “Continuing V.E.T. Training Programme in Lean Construction to support the transition of the Construction Sector towards a more competitive and productive model” (Project number 2016-1-ES01-KA202-025694).

Does mutual recognition of qualifications stimulate services trade? The case of the European Union

ABSTRACTThis article analyses the services trade impact of recognition of professional qualifications using a unique database compiled by the European Commission. It observes that there is large variation in the number of regulated professions across the EU. The number of recognitions is small relative to total employment in regulated professions. Nevertheless, a robust positive relationship between services trade and recognition of qualifications is found. Recognition stimulates two-way trade between the source and the host country, suggesting that arms-length exports as well as cross-border outsourcing take place. Recognitions in health and education professions are most strongly related to services trade.

If there were a ‘Highly Skilled Red Octopus’? The Case of Italian Highly Skilled Mobility at Times of Crisis

IntroductionIn the era of globalisation, the demand for highly skilled workers has grown faster because of an increasing reliance on technological and scientific innovation. Concurrently, the population ageing, which characterizes most industrialized countries in the twenty-first century, is causing a decrease in production capacity, which is needed to improve the competitiveness of national systems in the global market (Balduzzi and Rosina, 2011). In this scenario, many industrialized countries have become competitors in what has been defined gain, namely the acquisition of highly trained, foreign-born professionals.In times of crisis, the brain gain becomes even more evident, as innovation is a crucial factor to boost growth (Isaakyan and Triandafyllidou, 2013). Although Europe as a whole is likely to remain an attractive destination for highly trained professionals, it is undeniable that some Northern European cities, as traditional poles of attraction, are more magnetic than others. However, the case of 'alternative' highly skilled mobility in Europe - such as the cases of mobility intra-Southern European countries - is particularly interesting to discuss. On the one hand, indeed, the effects of the current downturn have been particularly severe in these countries, namely Greece, Italy, Spain and Portugal. On the other hand, recent studies conducted on the mobility of highly skilled Italian have begun to show that a number of talented Italians are moving to those countries. Yet, not much research has been focussed on these flows. This means that the dynamics have been poorly understood so far. Then, there is the need to understand who is actually moving and for how long. On this basis, the main purpose of this paper is to discuss critically contributions in the study of highly skilled people, using the Italian case as a reference example. In doing so, a complementary perspective will be presented, by drawing on two recent studies on Italian highly skilled mobility at times of crisis.Starting from this preliminary consideration, the first section of this paper is dedicated to discussion of the very definition of a highly skilled worker, highlighting strengths and weaknesses of common classifications. It follows a brief discussion on the most significant contributions offered by traditional literature, before moving to more recent studies made towards the end of the 1990s. Then, particular attention is paid to some of the current forms and directions of highly skilled mobility in Europe, trying to better understand the main features of this phenomenon in its current context.The second part is intended to provide a general overview of the socio-economic situation in Italy. In particular, the focus is placed on old structural weaknesses of the country to see how they have affected, and continue to affect, the mobility of human capital from Italy. Emphasizing the features of the Italian labour market today allows a better sense of the circumstances in which the phenomenon is developing.In the third and last part of the paper, a brief overview of the results of the two recent studies mentioned above will be tabled. This is intended to outline the utility of an approach which takes into account the different forms and directions of highly skilled mobility within Europe nowadays.1. Definitional problems: who are the highly skilled?Despite a growing interest in the phenomenon, particularly since the 1990s, the international scientific community has not provided a universally accepted definition of highly skilled workers so far, because of differences between countries in terms of education systems and recognition of qualifications. It is not surprising, then, than in recent years, institution such us the European Union have pointed to the standardization and mutual recognition of qualifications through the so-called Bologna Process (Milio, Lattanzi, Casadio, Crosta, Raviglione, Ricci, Scano, 2012). …

Free Movement and Discrimination: Evidence from Europe, the United States, and Canada

Abstract This article surveys some general lessons to be drawn from the tension between the promise of citizenship to deliver equality and the particularistic drive to maintain diversity. Democratic states tend to guarantee free movement within their territory to all citizens, as a core right of citizenship. Similarly, the European Union guarantees (as the core right of EU citizenship) the right to live and the right to work anywhere within EU territory to EU citizens and members of their families. Such rights reflect the project of equality and undifferentiated individual rights for all who have the status of citizen. But they are not uncontested. Within the EU, several member states propose to reintroduce border controls and to restrict access for EU citizens who claim social assistance. Similar tensions and attempts to discourage freedom of movement also exist in other political systems, and the article gives examples from the United States and Canada. Within democratic states, particularly federal ones and others where decentralized jurisdictions are responsible for social welfare provision, it thus appears that some citizens can be more equal than others. Principles such as benefit portability, prohibition of residence requirements for access to programs or rights, and mutual recognition of qualifications and credentials facilitate the free flow of people within states and reflect the attempt to eliminate internal borders. Within the growing field of migration studies, most research focuses on international migration, movement between states, involving international borders. But migration across jurisdictional boundaries within states is at least as important as international migration. Within the European Union, free movement often means changing residence across jurisdictional boundaries within a political system with a common citizenship, even though EU citizenship is not traditional national citizenship. The EU is thus a good test of the tension between the equality promised by common citizenship and the diversity institutionalized by borders.

Conference Day 1 – Wednesday 5 September 2012

Globalisation is a phenomenon affecting all professions. Mutual recognition of qualifi cations between countries, particularly those with similarities in language, culture and health systems, may enable international mobility. The benefi ts of such exchanges are beyond those afforded to the individuals involved but also the broader profession allowing recognition of similarities and differences and ultimately cross fertilisation of ideas.

Revisiting the principles and functions of the European Language Portfolio with a focus on tertiary education

The European Language Portfolio (ELP) is based on principles which tend to challenge traditional learning and teaching practices and thus impact on education policy and systems. The primary owner of the ELP is the learner, and as a personal language learning companion, the ELP has three core functions: pedagogic, reporting and catalytic. For it to be effective, guidance and dialogue are needed during the highly formative years of formal education, and teachers and educational institutions have to accept the role of co-owners. The ELP as a collective tool is used by a variety of additional stakeholders and stakeholder groups pursuing their own purposes, e.g. innovation, quality development and standard setting in educational domains; plurilingualism, mutual understanding and mobility in political contexts; comparability and mutual recognition of qualifications and competences across workplaces in Europe. The innovative strength of the ELP lies not in its individual principles and functions but in the ways in which they interrelate, involve the learner directly, and bundle outcomes and effects of learning over time. With particular reference to tertiary education, this article argues that more differentiated language and intercultural profiles are needed in order to sharpen the focus and increase the relevance of such information in high-stakes situations.

The impact of European Union law on the work of nurses

The EU has a significant impact in shaping the legal rules which regulate the professional environment of nurses and other healthcare professionals. One such aspect is in relation to conditions of employment - health and safety, equal opportunities, free movement within the EU and mutual recognition of qualifications. EU Directives are also deployed as the chosen method to ensure harmonious development of law in all Member States on the basis of EU-wide standards. This article is the first of three focusing on EU law, and looks at the impact of EU law on the nurse as an employee.

Global Mobility for Psychologists: The Role of Psychology Organizations in the United States, Canada, Europe, and Other Regions.

Global mobility for psychologists is rapidly improving because of an emerging consensus on recognition standards, the demand for cross-border mobility both internal and external to the profession, and the efforts of membership, credentialing, and regional organizations to promote mobility. In the United States, multiple credentialing organizations promote mobility, primarily through individual endorsement of credentials. The Canadian regulatory boards signed a mutual recognition agreement implementing fast-track mechanisms for licensed psychologists seeking mobility and a competency-based assessment for initial registration. Europe plans to reduce barriers to mobility through mutual recognition of qualifications via a EuroPsy diploma that provides a benchmark for professional psychology education and training. Other regions have not made as much progress with regard to promoting mobility, as many do not yet even regulate the practice of psychology. The authors examine who seeks mobility, which geographic regions promote mobility, and by which mechanisms.

European veterinary education: A bridge to quality

The aim of this review is to provide an insight into the current state of, and future changes in, veterinary education within the European Community, as well as the role of the European Association of Establishments for Veterinary Education (EAEVE) in evaluating and raising standards of education and training. It also describes the role of EAEVE in developing strategies for changes in the future. Veterinary schools have traditionally aimed at producing the omnicompetent veterinarian at graduation. Many have questioned whether this is possible, and a recent European Commission (EC) funded market survey has confirmed that this is indeed an impossible task and has identified the requirements of society within the European Union (EU) for veterinary services in the future. There is however a need to change the current 1978 European Directive. The current mechanisms which have been used by EAEVE to evaluate over 100 veterinary schools in Europe and their relationship with other systems of appraisal are described. The future of veterinary education within the context of higher education in Europe as part of the Bologna process and in relation to standards of veterinary education worldwide are discussed. Whilst the merits of standardisation of educational quality so that there can be mutual recognition of qualifications are supported, the need to preserve the strengths associated with the diversity of approaches and teaching methods is strongly advocated.

Commission warns three countries over mutual recognition of qualifications

Commission warns three countries over mutual recognition of qualifications

Professionals oppose proposals on mutual recognition of qualifications

Professionals oppose proposals on mutual recognition of qualifications

Professional Mobility and the Mutual Recognition of Qualifications in the European Union: Two Institutional Approaches

Previous articleNext article No AccessProfessional Mobility and the Mutual Recognition of Qualifications in the European Union: Two Institutional ApproachesBrad K. BlitzBrad K. Blitz Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 43, Number 3Aug., 1999 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447565 Views: 10Total views on this site Citations: 11Citations are reported from Crossref Copyright 1999 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Agnieszka Weinar, Amanda Klekowski von Koppenfels The State and the Highly Skilled Immigrant, (May 2020): 37–77.https://doi.org/10.1007/978-3-030-42204-2_3EVA G. HEIDBREDER MULTILEVEL POLICY ENFORCEMENT: INNOVATIONS IN HOW TO ADMINISTER LIBERALIZED GLOBAL MARKETS, Public Administration 93, no.44 (Oct 2015): 940–955.https://doi.org/10.1111/padm.12226Eva G. Heidbreder Horizontal Capacity Pooling: Direct, Decentralized, Joint Policy Execution, (Jan 2015): 369–382.https://doi.org/10.1057/9781137339898_21Hans N. Weiler Keyword: International Research on Higher Education, Zeitschrift für Erziehungswissenschaft 11, no.44 (Jan 2009): 516–541.https://doi.org/10.1007/s11618-008-0050-2Steven D. Roper European Education Reform and Its Impact on Curriculum and Admissions: Implications of the Bologna Process on United States Education, Journal of Political Science Education 3, no.11 (Jan 2007): 51–60.https://doi.org/10.1080/15512160601115570Hubert Ertl, David Phillips Standardization in EU education and training policy: findings from a European research network, Comparative Education 42, no.11 (Aug 2006): 77–91.https://doi.org/10.1080/03050060500515769Brad K. Blitz ‘Brain circulation’: the Spanish medical profession and international medical recruitment in the United Kingdom, Journal of European Social Policy 15, no.44 (Nov 2005): 363–379.https://doi.org/10.1177/0958928705057279Meung-Hoan Noh The EU Inter-Cultural Education and Training Programmes for Enhancing of European Awareness towards European Citizenship: Centered on ERASMUS, LINGUA, PETRA, COMENIUS, International Area Review 7, no.22 (Sep 2016): 187–212.https://doi.org/10.1177/223386590400700210Hubert Ertl Standardization and Transition in Education, European Education 35, no.22 (Dec 2014): 42–74.https://doi.org/10.2753/EUE1056-4934350242Hubert Ertl The European Union and Education and Training: An Overview of Policies and Initiatives, (): 13–39.https://doi.org/10.1007/0-306-48077-8_2 Substantive law, (): 750–810.https://doi.org/10.1007/978-3-540-72751-4_10

Time Organization and the Integration of EU Migrant Professionals

This paper explores issues of time in relation to female EU migrants' integration into EU work environments. The data is based on in-depth interviews undertaken with migrants in the nursing and banking professions in Britain, Germany and Spain from 1993 to 1994, and is complemented by interviews and group discussions with native workers, representatives of employers and regulatory bodies. Differences in migrants' experiences are explained by reference to national distinctions between the two professions and the three countries. Comparative analysis suggests that the barriers encountered by migrant women can be largely explained by differences in systems of work organization and practices which shaped expectations and attitudes of workers and employers. Findings imply that genuine free movement of labour between member states requires measures which go beyond the mutual recognition of qualifications and skills.