A/HRC/32/37 these courses still rely on information transmission, computer-marked assignments and peer assessment.22 52. The emerging trend of giving qualifications through massive open online courses for distance learning is concerning, as many of the usual modalities of university instruction and assessment are lacking. Often, students enrolled in massive open online courses are not assessed, or are inadequately assessed, and are not given certificates. Although institutions have started to award credits for massive open online courses and novel forms of certifications such as badges are being introduced, these are still seen as an inferior form of educational outcome and an inadequate indication of the quality of learning. Such criticisms may be more relevant to universities in the global North. 23 53. A large number of private providers specialize in areas such as management, marketing, accountancy and communication and award diplomas and degrees that are devoid of equivalence or validity. There is also a risk of fraud associated with the awarding of online degrees. Online or distance education providers often operate from locations with no controls at all, and offer their own degrees, free from regulation. Public authorities must find ways of preventing underqualified or fraudulent providers from trading as universities and from issuing worthless qualifications when the providers are based overseas and operate through the Internet.24 54. The Special Rapporteur recognizes the importance of the ongoing work of UNESCO in preparing a global convention on the recognition of higher education qualifications.25 He hopes that it will address the issue of fake degrees by online providers of education and that it will contain provisions as regards qualifications and certificates issued upon completion of online courses. Moreover, it is important to look into the range of issues arising from the awarding of degrees and diplomas by virtual universities, which lack face-to-face teaching and learning. VII. Importance of face-to-face learning and the role of teachers 55. The autonomy of teachers to teach as they deem best can be hampered by technology-based education models. From scripted tablet-based learning to massive open online courses with prescribed teaching modules, the ability of teachers to select content that they feel is relevant for their local conditions and classes is being impaired. 56. Education should be tailored to the needs of students and the local context. It has been noted that massive open online courses reflect an overwhelmingly Western, AngloAmerican method based on a particular academic experience, knowledge base and pedagogical approach. 26 The vast majority of courses are offered in English, which by definition cannot be sensitive to the local values and cultures of all countries. 22 23 24 25 26 Tony Bates, “What’s right and what’s wrong about Coursera-style MOOCs” (5 August 2012). Available from www.tonybates.ca/2012/08/05/whats-right-and-whats-wrong-about-coursera-stylemoocs. Michael Trucano, “More about MOOCs and developing countries (12 November 2013). Available from http://blogs.worldbank.org/edutech/moocs-developing-countries. John Fielden and N.V. Varghese, “Regulatory issues”, in A New Dynamic: Private Higher Education, Svava Bjarnason and others, eds., (UNESCO, Paris, 2009), pp. 71-89. See http://unesdoc.unesco.org/images/0023/002352/235261e.pdf. Education International, statement on massive open online courses made available at http://icde.typepad.com/files/ei_policy_statement_moocs_2014.pdf. 11