NATIONAL ACTION PLANS FOR RECOGNITION (UNITED KINGDOM)

The UK National Recognition Information Centre, which is also the UK representative agency in the wider European Network of Information Centres (ENIC) is the designated national body in the UK responsible for the provision of advice and information on the recognition of overseas qualifications. Accordingly, this plan has been prepared by the UK NARIC, in conjunction with the Department for Education and Skills (DfES), as the appropriate body to carry out the detailed review of the existing recognition practice and planned activities. This document therefore reports on the current status on recognition in the UK and, the proposed measures to be implemented to meet the Ministerial commitment in the Bergen Communiqué for the improvement of the quality of the process associated with the recognition of international qualifications.

1. Legislation

1.1 Lisbon Recognition Convention

1.2 Review of national legislation relevant to recognition

Should include:

1. The timetable and organization of the review of national legislation (including secondary legislation);
2. Steps envisaged as a result of the review, e.g. as regards amending national legislation where needed and an indicative timetable for such amendments.

Could also include:

3. When and how the outcomes of this review will be published;
4. How partners in the European Higher Education Area will be informed of the outcomes.

The UK ratified the Council of Europe/UNESCO Convention on the Recognition of Qualifications concerning Higher Education in the European Region (Lisbon Recognition Convention) on 23 May 2003 and it came into force on 1 July 2003.

1.3 Bilateral or regional recognition agreements

a. Conformity with the principles of the Lisbon Recognition Convention

The UK enters into few bilateral or regional recognition agreements because universities, colleges, employers and professional bodies in the UK are independent and are entitled to make their own decisions on any application they receive, with help and advice from the UK NARIC, as appropriate.

Where such agreements are occasionally made, any provisions would be strictly in accordance with the principles of the Lisbon Recognition Convention.

2. Recognition practice

2.1 Criteria and procedures

1. Criteria and Procedures for the recognition of international qualifications and skills

The UK NARIC has in recent years developed a Code of Practice which advises on the criteria and procedures for the recognition of international qualifications and skills. The Code of Practice reflects closely the guidelines in the Lisbon Recognition Convention.

The criteria and procedures, as detailed in the Code of Practice, are as follows:

UK NARIC Evaluation Criteria

The current UK NARIC Evaluation Criteria are based on and supported by a NARIC Band Framework, which is designed to ensure accuracy and consistency of comparability statements accorded to international qualifications. They are also designed with the capacity to accommodate and reflect value comparisons of a wide range of international awards and transferable skills.

The current NARIC Band Framework seeks to adequately represent all the different types of international qualification and provide meaningful linkages to the most similar UK awards. The term Band is used to reflect the broad grouping of international qualifications that may be categorised together. This Framework is intended to cope not only with formal qualifications but also lifelong learning and transnational education experiences as required in the modern climate.

The Comparison Statement List is based on UK NARIC experience of expressing the value of international qualifications, the outcomes of which are achieved under different education models and are designed to reflect national objectives. The comparisons have developed from in-country and UK institution feedback and have since gradually formalised towards a hierarchical structure of evaluation statements, encompassing academic and vocationally oriented qualifications. In this context, NARIC have sought to evolve the list of statements in order to eradicate inexact or excessively broad statements.

This bottom-up approach to the issue of evaluation statements favoured by NARIC provides a set of comparable qualification outcomes, to which to compare each international award received.

Traditionally, the following classifications were originally conceived for this purpose:

NARIC Band 0:

 01) Is considered to be below GCSE / Standard Grade standard

 02) Is considered to be below VGCSE standard

 03) Is considered to be below N/SVQ level 1 standard

NARIC Band 1:

 11) Is considered comparable to GCSE (grades D-G) / General Standard Grade standard

 12) Is considered comparable to VGCSE (grades D-G) / SQA Intermediate 1 standard

 13) Is considered comparable to N/SVQ level 1 / City & Guilds level 1 standard

NARIC Band 2:

 21) Is considered comparable to GCSE (grades A*-C) / Credit Standard Grade standard

 22) Is considered comparable to VGCSE (grades A*-C) / BTEC First Diploma / SQA Intermediate 2 standard

 23) Is considered comparable to N/SVQ level 2 / City & Guilds level 2 standard

 24) Is considered comparable to Foundation Modern Apprenticeship / National Traineeship standard

NARIC Band 3:

 31) Is considered comparable to a standard between GCSE and GCE AS level

 32) Is considered comparable to a standard between BTEC First Diploma and BTEC National Diploma

 33) Is considered comparable to a standard between N/SVQ level 2 / City & Guilds level 2 and N/SVQ level 3 / City & Guilds level 3

 34) Is considered comparable to a standard between Foundation Modern Apprenticeship and Advanced Modern Apprenticeship

NARIC Band 4:

 41) Is considered comparable to GCE Advanced Subsidiary (AS) level / Scottish Higher standard

 42) Is considered comparable to VCE Advanced Subsidiary (AS) level / BTEC National Certificate / Scottish Higher standard

NARIC Band 5:

 51) Is considered comparable to the overall GCE Advanced / Scottish Advanced Higher standard

 52) Is considered comparable to Advanced Vocational Certificate of Education (AVCE) / BTEC National Diploma standard

 53) Is considered comparable to N/SVQ level 3 / City & Guilds level 3 standard

 54) Is considered comparable to Advanced Modern Apprenticeship / Modern Apprenticeship standard

NARIC Band 6:

 62) Is considered comparable to a standard between BTEC National Diploma and BTEC Higher National Diploma standard

 63) Is considered comparable to a standard between N/SVQ level 3 / City & Guilds level 3 and N/SVQ level 4 / City & Guilds level 4 standard

NARIC Band 7:

 71) Is considered comparable to Certificate of Higher Education (CertHE) / Year 1 of Bachelor degree standard

 72) Is considered comparable to BTEC Higher National Certificate (HNC) standard

NARIC Band 8:

 81) Is considered comparable to Diploma of Higher Education (DipHE) / Year 2 of Bachelor degree standard

 82) Is considered comparable to BTEC Higher National Diploma (HND) standard

 83) Is considered comparable to N/SVQ level 4 / City & Guilds level 4 standard

NARIC Band 9:

 91) Is considered comparable to British Bachelor (Ordinary) degree standard

NARIC Band 10:

 101) Is considered comparable to British Bachelor (Honours) degree standard

NARIC Band 11:

 111) Is considered comparable to British Postgraduate Certificate standard

NARIC Band 12:

 121) Is considered comparable to British Postgraduate Diploma standard

 123) Is considered comparable to N/SVQ level 5 standard

NARIC Band 13:

 131) Is considered comparable to British taught Master’s degree standard

NARIC Band 14:

 141) Is considered comparable to British Master’s degree standard

NARIC Band 15:

 151) Is considered comparable to British Master of Philosophy degree (MPhil) standard

NARIC Band 16:

 161) Is considered comparable to British Doctor of Philosophy degree (PhD) standard

NARIC Band 17:

 171) Is considered comparable to British Post Doctoral standard

A number of adjustments have been suggested to the NARIC Band structure, particularly to take account of the Qualification Frameworks across the UK and credit frameworks in general.

The issue of credit frameworks arose because they are closely linked in with country-specific qualification frameworks in many international systems. However, NARIC is looking to compile a broad structure into which to place the varied types of international qualification encountered, so it may prove counter-productive to focus heavily on a credit-based model for evaluation purposes. It may also switch the emphasis from outcomes to volume of study, which tends to be restrictive and inaccurate in an international context.

The third point of discussion has been the evaluation system currently used to examine Bachelor degree level awards. The Bachelor (Ordinary) and (Honours) designations are proving increasingly inconsistent with both international provision and the situation in the UK. A system using “British Bachelor degree standard” statement is therefore favoured, perhaps with the exception of those education systems also employing Ordinary and Honours degrees.

The following statements would follow a Bachelor degree statement to better describe the type of programme covered:

(a) The course of study leading to this qualification is based on a strongly multi-disciplinary curriculum. This may not in itself readily offer the extent of specialist knowledge or academic preparation normally demanded of students seeking to progress directly into a UK academic programme at postgraduate level. With relevant experience, they can give direct acess to Masters Degree programmes. They can also give direct acess (without experience) to other second cycle qualifications: Postgraduate Certificates and Postgraduate Diplomas.

(b) The course of study leading to this qualification indicates that students have followed a specialist curriculum. The course also generally requires submission of a final thesis or dissertation, which is examined as part of the requirements for the award. Graduates are likely to be securely prepared for progression directly into a UK academic programme at postgraduate level

(c) The course of study leading to this qualification is under review and, while reforms continue in the national tertiary sector and its institutions, the outcome of these changes has yet to be fully documented in practice (eg in relation to education systems that are undergoing fundamental change through the Bologna Process).

NARIC Band Framework

NARIC Band Framework is developed on the basis of a coherent set of Descriptors for each NARIC Band.

These Descriptors are generic summaries and not designed to illustrate anything more than broad characteristics of international qualifications, such as its purpose (learning outcome) and progression possibilities. They do not generally outline specific details such as volume or particular units of study that are considered pre-requisites of awards at a given level. The format therefore differs from those used by standard setting bodies or qualification framework developers.

The current set of Descriptors have been created to facilitate discussion of each designated level and its purpose.

Band Descriptors:

Band 0:

Qualifications falling below the first nationally assessed level in UK secondary schools and includes basic level adult education that also does not constitute a national award. It is important to note that there are national awards within Band 0 in Scotland: National Courses at Access 1, 2 and 3, Foundation Standard Grade (SCQF*[1] level 3) and National Progression Awards (NPA) and National Certificates from SCQF level 2 (NC).

Band 1:

Awards at this level demonstrate a basic to moderate grasp of the principal elements of the given subject without demonstrating a deeper understanding or an ability to converse with its more technical aspects. In vocational areas, individuals would be directly supervised in the workplace.

Band 2:

Qualifications at this level provide holders with a solid grounding in the fundamental areas of the subject or occupation and allow progression to upper secondary / technician level awards.

Band 3:

International awards that fall between lower and upper secondary in standard, which provide a level of specialisation beyond that of a basic skilled worker.

Band 4:

Qualifications that provide for admission to higher education in certain circumstances. The volume of study and degree of specialisation is sometimes insufficient for access to certain degree programmes in England, Wales and Northern Ireland. In Scotland, Highers are considered appropriate for higher education entry, as degrees are longer in duration and may lead to direct admission in other parts of the UK.

Band 5:

Qualifications that closely match the higher education entrance level in England, Wales and Northern Ireland. Equally, those that reflect workers demonstrating competences such as the application of knowledge in a broad range of varied work activities, with some responsibility or autonomy. See Scotland note under Level 4.

Band 6:

Qualifications, usually vocational, that go beyond the outcomes associated with first-level responsibilities, usually in a further education setting. These awards generally lack sufficient volume of tertiary level study to be considered higher education.

Band 7:

Qualifications that broadly match the outcomes associated with one year of full-time higher education or higher technician staff whose range of tasks are quite limited.

Band 8:

Qualifications that broadly match the outcomes associated with two years of full-time higher education or higher technician staff whose range of tasks are relatively broad.

Band 9:

The course of study leading to this qualification is based on a strongly multi-disciplinary curriculum. This may not in itself readily offer the extent of specialist knowledge or academic preparation normally demanded of students seeking to progress directly into a UK academic programme at postgraduate level.

Band 10:

The course of study leading to this qualification indicates that students have followed a specialist curriculum. The course also generally requires submission of a final thesis or dissertation, which is examined as part of the requirements for the award. Graduates are likely to be securely prepared for progression directly into a UK academic programme at postgraduate level.

Band 11:

Qualifications that provide further training, usually occupationally-specific in nature, for graduates and higher technicians. The programme is generally orientated towards classroom-based study, involves the minimum amount of academic study for a postgraduate award and often combines this with professional content.

Band 12:

Usually academically-based, postgraduate qualifications that are based predominantly upon classroom-based study and are usually designed for the purposes of further specialisation. Alternatively, may relate to professional or competence-based awards that involve a high level of autonomy, with a strong focus on financial, operational and/or strategic management.

Band 13:

Second cycle higher education programmes that combine classroom-based study and a research element.

Band 14:

Second cycle higher education programmes with a strong orientation towards research work.

Band 15:

Postgraduate research awards with significant dissertations that may form the basis of doctoral programmes.

Band 16:

Awards that require the completion of a lengthy thesis based upon original research.

Band 17:

Post-Doctoral awards to reflect higher academic achievements, usually confined to university staff.

The following table integrates the bands and descriptors:

NARIC Band	Descriptor	Exemplar Qualifications England, Northern Ireland, Wales	Exemplar Scottish Qualifications
0	Qualifications falling below the first nationally assessed level in UK secondary schools and including basic level adult education that also does not constitute a national award. See band descriptor above re Scotland.	Below GCSE Below VGCSE Below NVQ level 1	Foundation Standard Grade or below Below SVQ level 1 NC or NPA at SCQF levels 2 and 3
1	Awards at this level demonstrate a basic to moderate grasp of the principal elements of the given subject without demonstrating a deeper understanding or an ability to converse with its more technical aspects. In vocational areas, individuals would be directly supervised in the workplace.	GCSE (grades D-G) VGCSE (grades D-G) NVQ level 1 City & Guilds level 1	General Standard Grade SQA Intermediate 1 SVQ level 1 NC or NPA at SCQF level 4
2	Qualifications at this level provide holders with a solid grounding in the fundamental areas of the subject or occupation and allow progression to upper secondary / technician level awards.	GCSE (grades A*-C) / VGCSE (grades A*-C) BTEC First Diploma NVQ level 2 City & Guilds level 2 Foundation Modern Apprenticeship / National Traineeship	Credit Standard Grade SQA Intermediate 2 SVQ level 2 NC or NPA at SCQF level 5
3	International awards that fall between lower and upper secondary in standard, which provide a level of specialisation beyond that of a basic skilled worker.	Between GCSE and GCE AS level Between BTEC First Diploma and BTEC National Diploma Between NVQ level 2 / City & Guilds level 2 and NVQ level 3 / City & Guilds level 3 Between Foundation Modern Apprenticeship and Advanced Modern Apprenticeship	Between SVQ level 2 and SVQ level 3
4	Qualifications that provide for admission to higher education in certain circumstances. The volume of study and degree of specialisation is sometimes insufficient for access to certain degree programmes in England, Wales and Northern Ireland. In Scotland, Highers are considered appropriate for higher education entry, as degrees are longer in duration and may lead to direct admission in other parts of the UK.	GCE Advanced Subsidiary (AS) level VCE Advanced Subsidiary (AS) level BTEC National Certificate	Scotish Higher SVQ level 3 Modern Apprenticeships NC and NPA at SCQF level 6
5	Qualifications that closely match the higher education entrance level in England, Wales and Northern Ireland. Equally, those that reflect workers demonstrating competences such as the application of knowledge in a broad range of varied work activities, with some responsibility or autonomy.	GCE Advanced Advanced Vocational Certificate of Education (AVCE) BTEC National Diploma NVQ level 3 City & Guilds level 3 Advanced Modern Apprenticeship	Scottish Advanced Higher Modern Apprenticeship
6	Qualifications, usually vocational, that go beyond the outcomes associated with first-level responsibilities, usually in a further education setting. These awards generally lack sufficient volume of tertiary level study to be considered higher education.	Between BTEC National Diploma and BTEC Higher National Diploma Between NVQ level 3 / City & Guilds level 3 and NVQ level 4 / City & Guilds level 4	Between SVQ level 3 and SVQ level 4 PDA (Professional Development Award) at SCQF level 7
7	Qualifications that broadly match the outcomes associated with one year of full-time higher education or higher technician staff whose range of tasks are quite limited.	Certificate of Higher Education (CertHE) BTEC Higher National Certificate (HNC)	Certificate of Higher Education (CertHE) SQA Higher National Certificate (HNC)
8	Qualifications that broadly match the outcomes associated with two years of full-time higher education or higher technician staff whose range of tasks are relatively broad.	Diploma of Higher Education (DipHE) Foundation degree BTEC Higher National Diploma (HND) NVQ level 4 City & Guilds level 4	Diploma of Higher Education (DipHE) SQA Higher National Diploma (HND) SVQ level 4
9	The course of study leading to this qualification is based on a strongly multi-disciplinary curriculum. This may not in itself readily offer the extent of specialist knowledge or academic preparation normally demanded of students seeking to progress directly into a UK academic programme at postgraduate level.	Bachelor (Ordinary) degree	Bachelor (Ordinary) degree
10	The course of study leading to this qualification indicates that students have followed a specialist curriculum. The course also generally requires submission of a final thesis or dissertation, which is examined as part of the requirements for the award. Graduates are likely to be securely prepared for progression directly into a UK academic programme at postgraduate level.	Bachelor (Honours) degree	Bachelor (Honours) degree
11	Qualifications that provide further training, usually occupationally-specific in nature, for graduates and higher technicians. The programme is generally orientated towards classroom-based study, involves the minimum amount of academic study for a postgraduate award and often combines this with professional content.	Postgraduate Certificate	Postgraduate Certificate PDA at SCQF level 10
12	Usually academically-based, postgraduate qualifications that are based predominantly upon classroom-based study and are usually designed for the purposes of further specialisation. Alternatively, may relate to professional or competence-based awards that involve a high level of autonomy, with a strong focus on financial, operational and/or strategic management.	Postgraduate Diploma	Postgraduate Diploma
13	Second cycle higher education programmes that combine classroom-based study and a research element.	Taught Master's degree	Taught Master's degree
14	Second cycle higher education programmes with a strong orientation towards research work.	Master's degree	Master's degree
15	Postgraduate research awards with significant dissertations that may form the basis of doctoral programmes.	Master of Philosophy degree (MPhil)	Master of Philosophy degree (MPhil)
16	Awards that require the completion of a lengthy thesis based upon original research.	Doctor of Philosophy degree (PhD)	Doctor of Philosophy degree (PhD)
17	Post-Doctoral awards to reflect higher academic achievements, usually confined to university staff.

The NARIC Band framework therefore has two purposes. It is firstly an important method of categorising international qualifications. However, it is also a framework that enables the differences between the international awards to be expressed in a meaningful but relatively straightforward manner.

Principles of credential evaluation underpin the NARIC Band framework. It is important, and needs to be made clear, that the purpose of the classification is to illustrate the purpose of the qualification and its articulation onto further awards, rather than to provide strict guidelines to which an award must adhere. The Descriptors have been designed to underpin the Band framework and provide greater transparency of the system.

Processes and Procedures

The Process and Procedures applied in practice are clearly defined and published on the UK NARIC website www.naric.org.uk. They are governed and quality assured by Service Standards.

• Service Standards

All UK NARIC evaluations are subject to the following standards of service:

1. Applicant refers to the individual, group or entity that has requested the services of UK NARIC in order to provide an evaluation statement of a given international award.

2. On receipt of all necessary documentary evidence, UK NARIC will complete a written application within two working weeks of arrival in the offices of UK NARIC. However, this period is not guaranteed in some cases, such as those requiring additional, in depth research, in which case the applicant will be informed.

3. The applicant shall bear sole responsibility for ensuring the accuracy of the applicant's details supplied to UK NARIC.

4. UK NARIC will not take responsibility for original documents and cannot be held responsible for loss of paperwork in the post. In order to process an application UK NARIC requires photocopies of original certificates, photocopies of certified translations and photocopies of transcripts. In line with the Data Protection Act (1998), all documents will be destroyed three months after completion, using a shredder to protect the identity of the applicant.

5. UK NARIC may refuse to process or post the whole or any part of the applicant’s details if UK NARIC deems those details to be offensive or inappropriate or in its absolute discretion it believes those details to be inaccurate, untrue or a forgery.

6. UK NARIC will take all reasonable steps to ensure provision of a high quality service but will not guarantee that the provision of the service will be uninterrupted or error-free.

7. UK NARIC cannot guarantee to supply the service subject to the effects of the failure or interruption of services provided by third parties.

8. These terms and conditions shall be governed by the laws of England and the parties submit to the exclusive jurisdiction of the Courts of England and Wales.

Data Protection

Personal data provided to UK NARIC will not be passed on to third parties, without the express written permission of the applicant, and will only be used by UK NARIC to provide the applicant with information about their application and other services provided by UK NARIC that may be relevant to the applicant. The applicant may ask UK NARIC whether UK NARIC is storing personal information about the applicant by emailing UK NARIC at customer.services@naric.org.uk and, if required, UK NARIC will provide the applicant with a copy of the personal data held in the form of an email. UK NARIC may ask for proof of an applicant's identity before providing any information and reserves the right to refuse to provide information requested if identity is not established.

Appeal Process and Procedures

Clarifications are distinctly different from appeal applications. Where an individual feels the need for clarification following an assessment of a given qualification, the following procedure should be followed.

Upon request, NARIC will provide clarification for the following:

• Any errors made in NARIC assessments
• Where the applicant requires an explanation of the comparison statement provided
• Where the applicant does not understand the format of the assessment provided
• Where the applicant queries the source of information used by NARIC

These are answered by a member of the Information Team and will be quality checked by a senior member of staff.

If an individual is dissatisfied with the assessment provided they are entitled to make an appeal. The following are considered appropriate grounds for appeal:

• Disputing the comparable level of an award
• Disputing the information provided in the assessment
• Disputing level of service and conduct towards an individual during the assessment process

Once an appeal has been received, NARIC undertakes to re-examine the information originally provided, which will always be carried out by a senior member of staff as Appeals Officer. There is no charge for the reassessment process (should the application meet the grounds of appeal listed above).

The Appeals Officer will undertake a re-evaluation of the assessment using all available evidence and will seek further clarification from appropriate authorities where necessary. In addition the assessment will be peer reviewed by the Divisional Manager.

There are a number of different potential outcomes to this re-examination:

• Original Decision Upheld: The grounds upon which the appeal has been raised are considered unfounded. The individual is therefore informed that the original guidance is considered accurate and reasons for this outcome are provided
• Further Detail Required from the Individual: The line of argument used by the individual is based upon evidence that has not been provided (or perhaps insufficiently). It is therefore requested that new documentation should be obtained from an authoritative source in the home country
• Further Research Required by NARIC: The line of argument suggests that the information held by NARIC is insufficient to reach a definitive conclusion. In this situation, more in-depth research is conducted by a senior evaluator in order to determine the merit of the argument
• Original Decision Reversed: The appeal is upheld and a reassessment of the qualification(s) is provided. This reassessment is then used to inform the enquiry team and to improve NARIC publications
• Decision referred to Appeals Committee

2. Measures to improve implementation

The above criteria and procedures are subject to ongoing review internally and through a formal committee with external representation. In the context of the New Life Long Learning Programme (LLLP), needs for improved or enhanced UK NARIC services have been identified. Measures to be implemented include:

A new Advisory Committee structure and, in particular, the UK NARIC is implementing plans to develop further a number of tools which are essential to improve and enhance delivery, including:

An online interface for those seeking assessments

An enhanced call centre management system and technology

A helpline for members of the public requiring general information about overseas awards

An online facility for the tracking of enquiries by applicants

A bespoke data management system enabling information analysis and generation of statistics

3. Overview of the time required to process applications for recognition and measures to improve this time.

Applications are considered and processed in accordance with defined standards agreed by the responsible Ministerial Authorities, in response to email, telephone and fax enquiries received centrally by the UK NARIC. Applications from individuals are normally handled within 10-15 working days of the receipt of all required documentary evidence. In the event of cases requiring additional in depth research which may require a longer period the applicant is informed accordingly.

In 2004, a fast-track service was introduced to address an increasing need to offer service users a valuable option for accessing information quickly and effectively. The fast-track service is offered, on receipt of all documentation, within 24 or 48 hours.

2.2 Joint degrees

1. Overview of the legal provisions concerning the recognition of joint degrees.

At the domestic level, the authority to award joint degrees depends on each institution's degree awarding powers and the provisions made in its Charter or other statutory governing document. In principle, there is no impediment to the award of joint degrees by most UK degree awarding bodies. The legal terminology establishing the University may limit potentially the authority to award joint degrees in a small number of cases. There are no other legal provisions affecting the recognition of joint awards in the UK.

2. Amendments to remove legal obstacles or to establish legal provision favouring the recognition of joint degrees.

UK universities who wish to change their charter or statutes to be entirely sure there is no ambiguity about their powers to award joint degrees can propose appropriate changes to the Privy Council. There is an awareness in the sector of this possibility. No other legal obstacles to joint degrees have been identified.

3. Beyond legal provision, suggestion of policy measures to ensure the recognition of joint degrees.

Policy measures to ensure the recognition of joint degrees are not planned as there is no evidence to suggest that they are needed.

4. Overview of double and multiple degrees and policy measures to encourage the recognition of such degrees.

Higher Education Institutions in the UK have long experience of offering programmes and awards in partnership with other institutions in the UK and overseas, leading to joint or dual degrees. The number of institutions participating is increasing. UK institutions are free to make their own decisions on the recognition to be accorded to joint degrees involving overseas institutions. The UK NARIC advises that such degrees should be recognised in the UK if the degree is recognised by the appropriate authorities in at least one of the countries from which the participating institutions originate.

2.3 Overview of institutional practice

Consider what measures have been or should be taken to allow national authorities to know

1. whether higher education institutions and other competent recognition authorities comply with the Lisbon Recognition Convention and with national laws;

In the UK, under the Lisbon Convention, responsibility for demonstrating that an application to an institution does not meet the requirements for further higher education study lies with the institution making the assessment, with advice from the UK NARIC as appropriate. Responsibility for general, non-binding, assessments rests with the UK NARIC. Negotiation of and ratification of the Lisbon Convention was agreed in close cooperation with the UK NARIC and the HE sector representative bodies. Following ratification, details of the Convention and its implications were publicised to all institutions. As already stated, UK NARIC criteria and procedures are in compliance with the Lisbon Convention and there is no evidence to suggest that individual institutions are in breach of its requirements.

2. what measures could be taken if given institutions or authorities were shown consistently not to apply the Convention and/or relevant national laws.

Representations would be made to the institution at national level to ensure its compliance.

2.4 Transparency tools for recognition

In the UK HE institutions are autonomous and self-governing and ultimately make their own decisions on the acceptance and recognition of qualifications. The UK NARIC acts in an advisory capacity and there are a number of stakeholder bodies with overlapping functions and responsibilities for transparency tools related to the recognition of qualifications.

One important development in this area was the Burgess Report on Measuring and Recording Student Achievement which was published in November 2004. This HE sector wide initiative made a number of recommendations, including that ‘developments in describing, measuring, recording and communicating achievement should take place in parallel with, and as complementary to, the Diploma Supplement and ultimately the Europass’; and that the sector should closely monitor and engage with the development of the European Credit Transfer System (ECTS) as the common European credit system’. The sector has been working and continues to work to take these recommendations forward. The following questions in this section should be seen against this background.

a. Plans and timetable for the implementation of the European Credit Transfer and Accumulation System (ECTS)

Higher education qualifications are legally owned by the awarding body and not by the Government. Many institutions use credit points for students transferring between programmes or institutions, and use the ECTS for transfers within the European area and to recognise learning gained by students on exchange visits with institutions elsewhere in Europe. In Scotland, institutions make use of the Scottish Credit and Qualifications Framework for credit accumulation and transfer, and a majority also use ECTS credits in tandem with SCQF credits for both accumulation and transfer. The Burgess Group issued a report on 14 December on the development of a common higher education credit system in England, Wales and Northern Ireland. The Group is recommending a credit system for England that is compatible and articulates with ECTS.

The UK HE sector however has a number of concerns about some elements of ECTS. These have been communicated to the European Commission, and the Commission has responded by agreeing to look again at ECTS generally and involve the Member States in the process. This review is expected to start in the first half of 2007.

b. Plans and timetable for the implementation of the Diploma Supplement

The UK is fully committed to meeting the Bologna Process objective that every student should receive the Diploma Supplement (DS) automatically and free of charge. A survey by the UK HE Europe Unit in July 2005 showed that one third of institutions were issuing the Diploma Supplement and that 50% had plans to do so over the next two years. However, some institutions reported that there had been practical difficulties regarding implementation and that they were delaying the issue of the DS until they next upgrade their electronic information systems and have the technical capacity to undertake the task. The Steering Group on Measuring and Recording Student Achievement is currently considering how to support the sector’s implementation of the Diploma Supplement in the context of a review of the UK degree classification system. It is expected to make its recommendations in March 2007. The UK HE Europe Unit, an HE sectoral body working to raise awareness of European issues, is supporting the implementation of the DS. It has developed the description of the national HE system for England, Wales and Northern Ireland and has recently published a guide to the DS for HEIs. Within Scotland the overwhelming majority of HEIs have introduced the Diploma Supplement and all expect to have done so by 2007.

The UK National Europass Centre (NEC) promotes the DS within the UK, working with key sector bodies and National Agencies in the Socrates Programme to provide essential information and guidance in support of the sector’s progress to full implementation and will continue to do so under the new Lifelong Learning Programme.

c. Plans and timetable for the implementation of possible other transparency tools.

None planned.

2.5 Borderless/transnational education

1. National and/or institutional policies concerning the assessment of borderless/transnational education.

Transnational education has become increasingly important in international education. The UK NARIC, as a member of the ENIC-NARIC networks, has in place recognition measures set out in its Code of Practice. These measures are in accordance with the procedures for the recognition of qualifications in the Code of Good Practice in the Provision of Transnational Education which was adopted by the Lisbon Recognition Convention Committee in June 2001.

Equally, transnational education poses challenges in that quality of provision can be hard to identify when not linked to national legislation of any one country or, as in the case where provision is dominated by dubious providers, often referred to as degree mills. UK NARIC has become a key figure in providing detailed information on the background to such institutions and measures to safeguard the public interest.

3. Information provision

3.1 Provision of information on recognition

1. Measures taken or envisaged to improve the provision of information on recognition criteria and procedures and on the national education system;

Information on recognition criteria and procedures (see Section 2.1a of this document) is embodied in the Code of Practice that has been developed by the UK NARIC and is in the public domain, described in detail on its website at http://www.naric.org.uk/index.asp?page=79&section=6

Information on the UK education system and on other national systems is available to UK NARIC members.

Information on the UK education system and European national systems is also made available by UK NARIC to all ENIC-NARIC centres.

Relevant groups, including external representatives of stakeholders, monitor the currency and relevance of all this information and make recommendations for improvement.

The UK HE Europe Unit has also provided guidance to HEIs on recognition of UK qualifications within the Bologna process and on credit issues.

2. The timetable envisaged for such measures;

The measures are in place. The information base has been continuously developed through assessing new qualifications and a direct, structured information gathering operation with educational authorities worldwide.

3. The bodies or institutions responsible for the measures;

The UK NARIC in consultation with stakeholders.

4. The state of electronic provision of information on recognition;

The UK NARIC has a highly developed advisory and information service, accessible electronically through its website at http://www.naric.org.uk/

5. Whether the national information centres establish and maintain their own web pages, linked to the ENIC-NARIC Web site.

The UK NARIC establishes and maintains it own web pages which are linked to the ENIC-NARIC website at: http://www.naric.org.uk/index.asp?page=79&section=6

3.2 Information package for applicants

a. The extent to which information packages are provided for applicants by higher education institutions and other competent recognition authorities

The UK NARIC provides detailed information to the public with regard to recognition of international qualifications and help they can get from various bodies. This information is maintained and regularly updated by NARIC.

Individual institutions may also provide packages for other EU and international students through the British Council and directly, with information about recognition and links to the UK NARIC and its progression routes / options accordingly.

b. If needed, how practice could be improved.

We have no evidence to suggest that any particular improvement in practice is necessary. The number of international students in the UK at all levels is an indication of de facto academic recognition of qualifications from a wide range of systems and countries.

4. Structures

4.1 National information centre

Outline the functioning of the national information centre (ENIC/NARIC), e.g. with regard to:

1. The formal status of the centre;

The National Recognition Information Centre for the United Kingdom (UK NARIC) is contracted to the UK Government’s Department for Education and Skills as the only official source of information and advice on international education and training systems and overseas skills and qualifications.

2. Legal competence (e.g. advisory or decision making; academic, de jure professional, de facto professional recognition);

The UK NARIC is an advisory body. Binding decisions on the acceptance or recognition of any qualification lie with the institution, employer or professional body concerned.

3. Staff and budget;

There are 15 members of staff employed on activity concerned directly with the recognition and evaluation service. This function operates and is supported by a wider infrastructure with a total of 40 staff. The UK NARIC service is provided on a self-funding basis.

4. Capacity building in terms of expertise and service to the public;

A structured and continued personal development policy is operated, including induction training and continued professional development. All staff involved directly in the delivery of the service have graduate level skills in their relevant specialisms and have received training in credential evaluation either from the EC NARIC Centre in Brussels or through cascaded training. In addition to the formal induction process, trainees’ work is closely monitored and support and mentoring is provided by managers and experienced colleagues. Additional training elements may be included depending on the needs of the individual trainee. The balance between the services provided and the resources employed is constantly monitored to ensure that the quality of service is maintained to at least the minimum agreed standards.

5. Networking and cooperation at national level and internationally.

The UK NARIC has long established effective working links with a wide range of partners, which will continue to be maintained under the new programme. These include:

· UK Government Departments and the Devolved Administrations, including regular liaison, submission of reports, discussions and resolution of recognition issues, attendance at meetings, involvement in committees, conferences and events;

· The European Commission, the Council of Europe, UNESCO/CEPES and other ENIC-NARICs, through networking and project activities;

· A variety of organisations in other member states and the rest of the world through its recognition work and project activities;

· Other SOCRATES agencies, such as the UK Socrates-Erasmus Council, the British Council and Eurydice through joint conference, seminar and cooperation activity, representation on committees of mutual interest; and

· Close liaison with relevant national bodies, including the HE Quality Assurance Agency, Universities UK, the UK HE Europe Unit, the Qualifications and Curriculum Authority, UCAS, and UKCOSA and professional bodies in the UK.

4.2 Cooperation recognition/quality assurance bodies

1. Information exchange between the bodies responsible for recognition and quality assurance;

The Chief Executive of the HE Quality Assurance Agency sits on the UK NARIC Advisory Committee whose responsibilities include the review and monitoring of service standards; providing feedback on service delivery and advice on enhancement and development activities. There are regular information exchanges, consultation and discussion between the UK NARIC and the HE QAA on relevant matters.

2. Discussion of and agreement on working methods between these bodies

A senior representative from the HE QAA sat on the UK NARIC Recognition Criteria Group which supported the UK NARIC’s development of the Code of Practice for the recognition of international qualifications described under 2.1a above (Criteria and procedures).

3. Use of information on the outcomes of quality assessments in the recognition of qualifications;

UK NARIC qualifications recognition and evaluation procedures take into account a range of factors, including any available information on the outcomes of quality assessments.

4. Use of membership of international networks and associations in recognition (e.g. ENIC and NARIC Networks) and quality assurance (e.g. ENQA) for the mutual benefits of both bodies.

The UK NARIC is an active participant in the ENIC and NARIC Networks, contributing to the development of efficient and transparent systems for the recognition of qualifications and to wider European policy and debate. The Head of the UK NARIC is a currently elected member of the NARICs’ Advisory Board which monitors and takes forward the NARICs’ work. The Chief Executive of the HE QAA who sits on the NARIC Advisory Committee is also the President of ENQA.

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[1] The Scottish Credit and Qualifications Framework website (http://www.scqf.org.uk/) assists learners in understanding how different learning programmes relate to each other and the different progression routes that can be followed.