Transcript Institutional diversity: some trends and some hypotheses Richard Yelland OECD Directorate for Education OECD/France International Conference CNAM, 8-9 December 2008

Institutional diversity:
some trends and some
hypotheses
Richard Yelland
OECD Directorate for Education
OECD/France International Conference
CNAM, 8-9 December 2008
Tertiary education has been
growing for 50 years… but in some
places much faster than others
Greece
Turkey
Mexico
Italy
Korea
Slovak Republic
1960-69
Czech Republic
EAG, 2007 A1.3a
Poland
Austria
Spain
Hungary
France
1950-59
Ireland
Luxembourg
Iceland
New Zealand
Japan
Belgium
Switzerland
1940-49
Germany
United Kingdom
Australia
Norway
Netherlands
Sweden
Finland
Denmark
Canada
United States
Growth in all tertiary qualifications
The percentage of persons with a minimum of 2 years of tertiary education born in the
period shown below (2005)
1970-79
50
40
30
20
10
0
Tertiary education is expensive to
provide…but in some places more
so than in others
Expenditure on educational core services, R&D and
ancillary services in higher education institutions as a
percentage of GDP (2004)
% of GDP
3.0
Total expenditure on educational institutions
Research & development (R&D)
Ancillary services (transport, meals, housing provided by institutions)
Educational core services
2.5
The US
spends
more than
2.0
twice as
much per
higher
education 1.5
student as
the
European
1.0
Union.
0.5
Russian Federation2
Turkey4
Portugal2
Iceland1,2
Japan1,2
Chile2,3
Brazil1
Estonia
Italy
Hungary
Czech Republic
Some levels of education are included with others.
Total expenditure at tertiary level including R&D expenditure
Year of reference 2005.
Total expenditure at tertiary level excluding R&D expenditure
Slovak Republic1
Germany
Greece
Ireland
Spain
Austria
Belgium
Netherlands
Mexico
France
Slovenia
Switzerland
New Zealand
Norway
Poland
Australia
Sweden
Finland
Israel
Denmark1
1.
2.
3.
4.
United Kingdom
B6.2
Korea
United States
0.0
Higher education is becoming an
increasingly international concern
… especially in the Englishspeaking countries
Student mobility in tertiary education (2005)
Percentage of international students enrolled in tertiary education
International students
% 20
18
16
14
12
10
8
6
4
2
C3.1
Note: The data on the mobility of international students presented are not comparable with data on foreign
students in tertiary education (defined on the basis of citizenship) presented in pre-2006 editions of
Education at a Glance .
Brazil 1
Greece
Slovak Republic
Slovenia
Spain
Estonia
Norway
Hungary 1
Japan
United States
Finland
Denmark
Sweden
Netherlands
Belgium
Ireland
France
Austria
Switzerland 1
United Kingdom
New Zealand
Australia
0
There are big differences in what
students are expected to pay,
although fees are not the only cost
factor for students and their
families
Average annual tuition fees
charged by public colleges and universities for full-time national students
in US Dollars converted using PPPs (school year 2004/2005)
USD
5000
4000
United States (64%)
Australia (82%), Japan (41%), Korea (51%)
This chart does not
take into account
grants, subsidies or
loans that partially or
fully offset the students’
tuition fees.
Canada (m)
3000
2000
1000
500
0
B5.1
Israel1 (55%)
United Kingdom1 (52%)
New Zealand (79%), Netherland1s (59%)
Italy (56%)
Austria (37%), Spain (43%),
Belgium (Fr. and Fl.) (33%)
Turkey (27%), France (m)
Czech Republic (41%), Denmark (57%), Finland (73%), Ireland (45%), Iceland (45%), Norway
(76%), Poland (76%), Sweden (76%)
1. Public institutions do not exist at this level of education and most of the students are
enrolled in government dependent institutions.
Although institutions have grown in
size, the number of higher education
institutions has grown ,from about
1000 in 1955, and about 5000 in
1970 to maybe 17000 today
This growth in numbers has been
accompanied by a diversification of
institutional type
Growth in the number of higher
education institutions 1955-2004
What do we know about the future?
• Wealthy, ageing and diverse
Societies
• The global knowledge economy
• The expanding web
• Social and cultural change
• Economic crisis
Trends shaping education, OECD 2008
A11.1
Chile
New Zealand
Sweden
Norway
United States
United Kingdom
Australia
Luxembourg
Netherlands
Denmark
Israel
Canada
Switzerland
Mexico
Germany
Iceland
Austria
Turkey
Belgium
Finland
Brazil
France
Korea
Ireland
Russian Federation
Italy
Slovak republic
Hungary
Poland
Czech Republic
Portugal
Japan
Greece
Spain
Expected demographic changes within the population
aged 20-29 (2005-2015)
2005= 100
130
125
120
115
110
105
100
95
90
85
80
75
70
65
60
55
50
A11.1
Mexico
Turkey
Brazil
Israel
Ireland
Chile
Australia
Korea
Iceland
Luxembourg
Canada
Slovak republic
New Zealand
Poland
Spain
United States
Portugal
Greece
Czech Republic
Finland
France
Norway
Austria
Hungary
Japan
Netherlands
United Kingdom
Belgium
Sweden
Switzerland
Denmark
Italy
Germany
Russian
Expected demographic changes within the
population aged 30 and over (2005-2015)
2005= 100
140
135
130
125
120
115
110
105
100
95
90
Policy futures: a focus on quality
• OECD Education Ministers’ meeting Athens
June 2006
• OECD/UNESCO guidelines on cross-border
tertiary education
• Proposed international assessment of higher
education outcomes
– Experts’ meetings
– Feasibility study
• IMHE Conference Paris 8-10 September 2008
– Outcomes of higher education: quality, relevance and
impact
The challenge for higher education
• Improving access while maintaining and
improving quality
– addressing the needs of the twenty-first
century for human capital and innovation
– securing adequate funding
– Improving efficiency
What are the implications for institutional
differentiation?
• Factors that foster diversity
–
–
–
–
–
–
History
Location
Growth
Competition
Demand
Autonomy
• Factors that foster homogeneity
–
–
–
–
Rankings
Internationalisation
Regulation
Accountability
The problem we have to resolve
• Finding reliable and practical ways to
value the various outputs of higher
education so that diversity of institutional
mission can be achieved without
reinforcing hierarchies between
institutions.
– Can we do this without creating an excessive
administrative burden or causing new
distortions?
Thank you
www.oecd.org/higher