The ECAQA participated in the Asia-Pacific Quality Network (APQN) Annual Conference on “Capacity Building for Next-Generation Quality Assurance in Higher Education” that was held in Nagpur, India on March 22- 25, 2018.

The event was hosted by the Shri Shivaji Education Society Amravati’s Science College and Dhanwate National College. https://www.apqn.org/

The 2018 APQN Annual Conference brought together external quality assurance agencies and academics and was devoted to discussing the key issues of quality assurance in higher education in countries of the Asia-Pacific Region.

2018 APQN Academic Conference (AAC) sessions and workshops focused on discussion the Asia-Pacific Quality Register (APQR) Eligibility Criteria for EQAA and Criteria for Recognition by the APQR, APQN Quality Lebel (APQL): Criteria and Indicators of Quality Lebel and Evaluation Process, the Capacity Building of Reviewers in QA in HE, the opportunities for Improvement Institutional and Programme Accreditation, the improvement of the internal quality assurance in higher education institutions, as well as the role of accreditation in transnational education.

The ECAQA cooperation and involvement to the APQN International Events is important for the ECAQA in terms of the demand for national undergraduate and postgraduate education programmes in Asia and countries in the Near and Middle East, as well as the fact that majority of the international students at the Kazakhstan medical universities come from India, Pakistan, China, Mongolia, Jordan, Afghanistan and other countries of the Asia-Pacific Region.

The signing of the Memorandum of Understanding between the National Assessment and Accreditation Council / NAAC (India) and the Eurasian Centre for Accreditation and Quality Assurance in Higher Education and Health Care / ECAQA (Kazakhstan)

On March 24, 2018, in Nagpur, India, on the Asia-Pacific Quality Network (APQN) Annual Conference on “Capacity Building for Next-Generation Quality Assurance in Higher Education”, the Eurasian Centre for Accreditation and Quality Assurance in Higher Education and Health Care signed the Memorandum of Understanding with the National Assessment and Accreditation Council (India). The MOU was signed by Professor Sarsenbayeva S.S., the Director General of the ECAQA and Dr. Jagannath Patil, the Advisor of the National Assessment and Accreditation Council (NAAC).

The National Assessment and Accreditation Council (NAAC) is an autonomous body established by the University Grants Commission (UGC) of India for the evaluation and accreditation of higher education institutions in the country. http://www.naac.gov.in/collaborations.asp

The Meeting of the Eurasian Centre for Accreditation and Quality Assurance in Higher Education and Health Care (ECAQA) and the Medical Council of India in New Delhi, India 2018

On March 26, 2018, with the support of the Embassy of the Republic of Kazakhstan in the Republic of India, Prof. Sarsenbayeva S.S., the Director General of the Eurasian Centre for Accreditation and Quality Assurance in Higher Education and Health Care (ECAQA) had a meeting with Dr. Jayshree Mehta, the President of the Medical Council of India (MCI) and discussed about possible collaboration on quality assurance in medical education, considering current study’ experience of students from India at the Kazakhstan Medical Universities. The signing of the Memorandum of Understanding between the MCI and the ECAQA is scheduled.

The Medical Council of India (MCI) was founded in 1934 in accordance with the Indian Medical Council Act 1933 and is the regulatory body to establish the unified standards for medical education in India. The Council carries out the recognition of medical qualifications in India and abroad, conducts accreditation of medical colleges and controls the quality of medical practice in India. https://www.mciindia.org/CMS/about-mci/introduction

Education has been widely accepted as going beyond the imparting of formal knowledge. Some view education as being a social entitlement and replica of social difference, which is notably significant in higher education (HE). Therefore, many welfare states have made effort to enhance access to HE through meritocratic means and widening participation strategies. While some argued that this can decrease differential access to universities by widening the market, and reduce the need for an overseas education, thereby leading to a decline in international student mobility; reality has proved otherwise. In fact, student migration has increased in recent years, contributing to one of the major forms of modern international mobility.

This paper sheds light on longer-term ‘degree mobility’, characterised as the pursuit of a university degree abroad. Although the number of foreign students studying in the UK still outweighs the number of UK students pursuing a higher education abroad, the numbers are not insignificant. They may be the reason to the rise of one of the many ‘new mobilities’ responsible for reshaping the modern society. However, one can counterclaim that international student mobility constitutes a critical means of aggravating social difference within the globalising higher education system.

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