Transcript Document

Panel o strukturnim reformama
u visokom obrazovanju
Kopaonik,
6. mart 2011
Nova dinamika u razvoju visokog
obrazovanja za 21. vek
Stamenka Uvalić-Trumbić
(UNESCO, Sekcija za Visoko Obrazovanje)
ORIGINS OF THE HIGHER
EDUCATION:
PROGRAMME
A resolution adopted by UNESCO’s 2nd General
Conference in Mexico (1947) explicitly identified
higher education as one of its six areas of work
of work under the heading ‘Work with
Universities” as a means of promoting
international understanding
Cartagena de Indias
Seven
Regional
Conferences
Bucharest
Macau
Dakar
Budva
Cairo
New Delhi
Qian Tang
Irina Bokova
UNESCO HQ Paris
WCHE New Dynamics
• Rising demand (massification)
• Diversification (providers & methods)
• Private provision
•Distance education
• Cross-border education
• Quality Assurance
DOMINANT GLOBAL
TREND: MASSIFICATION

Globally, age participation rates have grown from 19% in 2000
to 26% in 2007

OECD estimates 50 % – 60 % participation rates are necessary
with a view to development

Low income countries: 5% in 2000 to 7% in 2007

150.6 million tertiary students globally in 2007, an increase of
53% since 2000
***Inability to meet growing demand in developing countries***
TERTIARY ENROLMENT
RATES
140,000,000
120,000,000
100,000,000
80,000,000
60,000,000
40,000,000
Tertiary school age population
Tertiary enrolment
20,000,000
0
UNESCO Institute of Statistics
ENROLMENT PROJECTIONS
50,000,000
45,000,000
40,000,000
35,000,000
30,000,000
25,000,000
20,000,000
15,000,000
10,000,000
5,000,000
0
China
tertiary enrolment 2008
India
United States
projected tertiary enrolment for 2020
WCHE New Dynamics
• Rising demand (massification)
• Diversification (providers & methods)
• Private provision
•Distance education
• Cross-border education
• Quality Assurance
UNIVERSITY RANKINGS: WORLD CLASS
World Class
Universities or
locally Relevant
Systems?
UNIVERSITY RANKINGS AND
ACCOUNTABILITY IN HIGHER EDUCATION
UNESCO HQs, 16-17 MAY 2011
UNESCO/OECD/WB
Goals:
 Healthy debate on Rankings and accountability tools
 Increased understanding of the impact of rankings at
policy and institutional level
 Improved convergences between rankings and
accountability tools
Outcomes: Publication of pros and cons of Rankings
(as part of a new HE series?)
Diversification:
Community Colleges
Distinct from vocational
training and LLL
 Access for non-traditional
students
 Flexible curriculum
 Skill-based training
 Allow continuing education
at university

WCHE New Dynamics
• Rising demand (massification)
• Diversification (providers & methods)
• Private provision
•Distance education
• Cross-border education
• Quality Assurance

Private HE fastest
growing sub-sector :
30% enrolments
globally

Some countries (Japan,
South Korea) enrol 80%
of students in PHEIs

Latin America– 50%

Rise in for profit
providers

Include sub-sector in
QA arrangements
Percentage of Public and Private Tertiary
Enrolment in 2008, selected countries
30,000,000.00
25,000,000.00
20,000,000.00
15,000,000.00
10,000,000.00
5,000,000.00
0.00
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Expert Group on Private for Profit HE
CHEA-UNESCO, 21-22 March, Washington
D.C.
Purposes
 To frame the emerging role of for-profit higher education in in providing
additional opportunity for those seeking higher education.
 To explore the feasibility of developing common principles of
accountability and transparency
Participants
Some 30 experts from various countries, including executives from the
for-profit sector, quality assurance/accreditation organizations and
academic researchers on for-profit higher education
Outcomes:
 To prepare and publish a summary of case studies as input for a
UNESCO Forum on Private Higher Education in 2012.
WCHE New Dynamics
• Rising demand (massification)
• Diversification (providers & methods)
• Private provision
•Distance education
• Cross-border education
• Quality Assurance
Policy Forum 2
(October 2011, Paris)
UNESCO and the Commonwealth of Learning
Policy Guidelines on OERs
WCHE New Dynamics
• Rising demand (massification)
• Diversification (providers & methods)
• Private provision
•Distance education
• Cross-border education
• Quality Assurance
Cross-Border HE
“Cross-border higher education
includes higher education that takes
place where the teacher, student,
programme, institution/provider or
course materials cross national
jurisdictional borders”
CBHE that works!
University of Nottingham – Malaysia Campus
CROSS-BORDER HIGHER EDUCATION
Guidelines for quality provision in cross-border
higher education-UNESCO and OECD
Implementation Survey and analysis
BEWARE
DEGREE MILLS & BOGUS COLLEGES
BEWARE
Our Campus
For telephone or postal verification
accreditation, you may contact:
UNESCO Division of Higher Education
- Tel: (+33.1) 45681106
WCHE New Dynamics
• Rising demand (massification)
• Diversification (providers & methods)
• Private provision
•Distance education
• Cross-border education
• Quality Assurance
INTERNATIONALIZING QA
“The
globalisation of higher education has
added newer challenges in terms of quality
assurance systems (…) These challenges can
be largely addressed by increased regional
and international collaboration.(…) Quality
Assurance Systems (…) should encompass
not merely conventional programmes in higher
education but also the borderless, private and
continuing education.”
Implementing
Networks
International Network for
Quality Assurance Agencies
in Higher Education
(INQAAHE)
African Association of
Universities (AAU) in
cooperation with the African
Quality Assurance Network
(AfriQAN)
Arab Network for Quality
Assurance in Higher
Education (ANQAHE)
Asia-Pacific Quality Network
(APQN)
Caribbean Area Network for
Quality Assurance in
Tertiary Education
(CANQATE)
La Red Iberoamericana para
la Acreditación de la Calidad
en la Educación Superior
(RIACES)
European Network for
Quality Assurance (ENQA)
GIQAC Worldwide
Europe and Beyond:
what role for HEIs in western
Balkans?
The European Higher Education area and the
European research area must be fully open to
the world
(EU Modernisation Agenda for Universities)
The world is becoming smaller as economic crisis
hits both developed and developing countries
and austerity impacts HEIs to do more with
less
In doing more with less, need to be more
innovative embracing more readily new
dynamics
Bologna Ministerial Policy Forum
Higher Education in the EU 2020
changing of mindsets…
The Novi Sad Initiative
Dubrovnik 2010
For moreinformation,
the WCHE 2009 website:
http://www.unesco.org/en/wche2009/
[email protected]