Abstract:
Australian higher education is now part of changed and changing global community. In the past, one of the problems of international higher education is that different degree structures and the absence of effective credit transfer arrangement make the recognition of qualifications difficult for students undertake portions of their study in another country. With the development of Bologna Process, this kind of problems may be solved in the European higher education area by various mechanisms such as the Diploma Supplement. The aim of the Supplement is to describe higher education qualifications in an understandable way, and thereby achieve transparency, recognition and mobility of qualifications and degrees. This poses challenges for Australian Federal Government and higher education institutions and policy makers. In 2008, the Australian Government launched the Proposal for the Australian Higher Education Graduation Statement as the further study based on the Next Steps (2006) paper. This paper reports on the latest developments in Australian Higher Education Graduation Statement and what this means for teacher education. It includes a policy analysis relating to the Australian Higher Education Graduation Statement, including an analysis of the arguments for AHEGS made in reports and submissions to Government. Through interviews with teacher educators, this paper explores the challenge and opportunities that AHEGS brings to the Australian teacher education.