How Are Learners Protected When SwissEdu⁺ Does Not Directly Award Degrees

In many traditional higher education models, a single institution is responsible for delivering instruction, conducting assessment, and awarding degrees. This approach is familiar and convenient; however, in the context of cross-border education and digital higher education, it also raises important concerns regarding transparency and conflicts of interest. When one actor controls the entire academic cycle, learners may be disadvantaged if disputes arise or when they need to have their learning outcomes recognised in a different context.

For this reason, not awarding degrees directly is not a limitation, but a deliberate design choice aimed at strengthening learner protection.

Separating Teaching and Recognition: A Core Principle for Learner Protection

The separation between teaching and recognition is an important principle in many contemporary academic systems. This principle helps clearly define:
– who is responsible for delivering programmes and assessing learning outcomes,
– who has the authority to review and recognise learning outcomes,
– and the role of each party within the academic cycle.

When these roles are clearly delineated, learners are not placed in a situation of “marking their own work,” where the same entity both evaluates performance and determines the final value of that performance.

Avoiding Conflicts of Interest in Assessment and Degree Awarding

Conflicts of interest may arise when a single institution is simultaneously under pressure for recruitment, delivery, and degree awarding. In such situations, the boundary between academic judgement and operational objectives can become blurred.

Separating teaching from recognition helps to:
– ensure that assessment remains focused on genuine academic value,
– allow recognition to be carried out by universities with independent academic authority,
– and reduce pressure on the teaching system to “award degrees at all costs.”

For learners, this means that their learning outcomes are reviewed on a more objective and credible basis.

How SwissEdu⁺ Approaches the Decision Not to Award Degrees Directly

Within the digital higher education model, SwissEdu⁺ is designed as an academic platform where learners engage in structured study and are assessed against clearly defined learning outcomes. The system is responsible for the quality of delivery and the reliability of the learning outcomes generated.

Recognition and degree awarding are carried out by partner universities, within their own academic and legal authority. SwissEdu⁺ does not replace this role; instead, it provides the academic foundation and assessment evidence required for universities to make informed recognition decisions.

This approach ensures that each party fulfils its proper role, while creating a system of checks and balances within the academic cycle.

Protecting Learners in Academic Disputes

When disputes arise concerning learning outcomes or recognition, clearly defined authority and responsibility are essential for learner protection. In a separated model:
– matters relating to teaching and assessment are handled within the academic system that delivers the programme,
– matters relating to recognition and degree awarding are addressed through the procedures of the authorised awarding university.

As a result, learners are not passed between institutions, nor are they left facing ambiguous responsibility for resolving academic issues.

How the Value of Learning Is Preserved

Another key advantage of not awarding degrees directly is the preservation of learning value. Learners’ outcomes are recorded, structured, and validated independently of any single degree-awarding decision at a specific point in time.

This means that:
– if the recognition context changes,
– if learners need to use their learning outcomes for different purposes,
– or if partner universities adjust their recognition procedures,

the core academic value of learners’ achievements remains intact and can continue to be considered in other appropriate contexts.

Not Awarding Degrees Does Not Mean Avoiding Responsibility

A common misconception is that not awarding degrees directly implies avoiding responsibility. In practice, this is only true if the teaching system fails to take responsibility for academic quality.

Within the digital higher education model, SwissEdu⁺ remains fully responsible for:
– programme delivery,
– assessment of learning outcomes,
– and the reliability of the academic evidence produced.

Not awarding degrees directly simply ensures that final recognition decisions are made by institutions with the appropriate legal and academic authority, without diminishing the academic responsibility of the teaching system.

Conclusion

Choosing not to award degrees directly is a deliberate design decision within the digital higher education model, aimed at enhancing transparency, avoiding conflicts of interest, and protecting learners from academic and recognition-related risks. When teaching and recognition are clearly separated, each party fulfils its proper role, and learners’ rights are more clearly safeguarded.

In this approach, SwissEdu⁺ operates as an independent academic platform where learners’ educational value is developed and validated rigorously, providing a solid foundation for recognition decisions made in accordance with appropriate authority and regulation.