Transcript Document 7484234

Higher Education and
Education for All
Towards greater interaction
and a new paradigm
Georges Haddad
Victor Ordonez
November, 2004
Jomtien, 1990
Medieval times
Higher
Education
(Basic Education)
Education for All
Paris, 1998
Points of Interaction
Emerging Paradigms
Dakar, 2000
Higher Education
• A HISTORICAL PERSPECTIVE:
* The Evolution of the Social Contract between
universities and society
– From guilds and intellectual centers for the elite
– To universities expanding access to serving
greater needs of society
– Recent unprecedented growth
Enrollment in higher education in Asia and the
Pacific Region 1970-1997
12
10
8
6
4
Former USSR
2
Southern Asia
Eastern Asia
South eastern Asia
1997
1990
1985
1980
1975
1970
0
Oceania
Students in higher education per 100,000
inhabitants 1980 and 1992 and 1996
China
Vietnam
Pakistan
Bangladesh
Indonesia
1996
1992
1980
Myanmar
India
Nepal
Malaysia
Thailand
Japan
Phillipine
Australia
New Zealand
Korea. Rep of
0
1000
2000
3000
4000
5000
6000
700
Higher Education
• A HISTORICAL PERSPECTIVE:
* The Evolution of the Social Contract
*Alternative forms and emerging challenges
–University responsibilities toward societal issues:
poverty, HIV/AIDS, sustainable development, UN
Millennium Development Goals, etc.
–Student responsibilities and mobilization
–Privatization and collaborative partnerships
Gross enrollment ratios in higher education
for 1990 and latest available year
Soiuth Asia
East Asia/Ocea.
Latin America/Cr.
latest available year
1990
ARAB States
Sub Saharan Africa
Europe
North America
least developed countries
developing countries
countries in transition
Developed Countries
World
0
20
40
60
80
10
Higher Education
•
MAIN THEMES FROM THE 1998 WCHE
– Focus on development, public good, human
right
– Relevance to society, and its changing world of
work
– Resources and financing alternatives in light of
expanding access
– Internationalization and fostering partnerships
Higher Education
• A REDEFINED ROLE FOR HIGHER EDUCATION
IN SOCIETY
– Re-designing delivery systems for new demands of a
radically fast-changing world of work
– Responding to wider needs of society: EFA,
Millennium Development Goals (gender),
Sustainable Development (environment, HIV/AIDS,
justice, equity, tolerance)
Female Participation (Third Level)
50
45
40
35
30
25
20
15
10
5
0
1980
2000
East Asia
South East South Asia
Asia
Oceania
Higher Education
• A REDEFINED ROLE FOR HIGHER EDUCATION IN
SOCIETY
– Re-designing delivery systems for new demands of a
radically fast-changing world of work
– Responding to wider needs of society: EFA,
Millennium Development Goals (gender),
Sustainable Development (environment, HIV/AIDS,
justice, equity, tolerance)
– New state governance mechanisms to incorporate
broader partnerships and finance mechanisms
(privatization, cost recovery, corporatization)
Share of enrollment in private higher
education
Philippines
Korea, Rep of
Japan
Indonesia
India
Bangladesh
Thailand
Malaysia
Pakistan
0
10
20
30
40
Percent
50
60
70
80
90
Higher Education
• A REDEFINED ROLE FOR HIGHER EDUCATION IN
SOCIETY
– Re-designing delivery systems for new demands of a
radically fast-changing world of work
– Responding to wider needs of society: EFA,
Millennium Development Goals (gender),
Sustainable Development (environment, HIV/AIDS,
justice, equity, tolerance)
– New state governance mechanisms to incorporate
broader partnerships and finance mechanisms
(privatization, cost recovery, corporatization)
Jomtien, 1990
Medieval times
Higher
Education
Education for All
Paris, 1998
Points of Interaction
Emerging Paradigms
Dakar, 2000
Education for All
• The Jomtien 1990 Declaration and vision
– The Imperatives for prioritizing EFA
– Expanded vision for basic education
• Lessons from the EFA 1990-2000 decade
– Statistical overview: comprehensive
research results: much has been done,
much remains to do
The Race Against Illiteracy
5,000
4,500
4,000
3,500
3,000
2,500
2,000
1,500
1,000
500
0
1960
Illiterates
Literates
1970
1980
1990
2000
The Race Against Illiteracy
5,000
4,500
4,000
3,500
3,000
2,500
2,000
1,500
1,000
500
0
1960
Illiterates
Literates
1970
1980
1990
2000
Education for All
• The Jomtien 1990 Declaration and vision
– The Imperatives for prioritizing EFA
– Expanded vision for basic education
• Lessons from the EFA 1990-2000 decade
– Statistical overview: comprehensive
research results: much has been done,
much remains to do
– From advocacy to activity to analysis
Jomtien, 1990
Advocacy
Dakar, 2000
Bangkok,
2000
Activity
Amman,
1996
Examples:
Analysis
•girls’ education
•international aid
Education for All
• The Jomtien 1990 Declaration and vision
– The Imperatives for prioritizing EFA
– Expanded vision for basic education
• Lessons from the EFA 1990-2000 decade
– Statistical overview: comprehensive research
results: much has been done, much remains to
do
– From advocacy to activity to analysis
– The next crisis: secondary education
EDU
10.10.Primary
EAP countries,
countries,2001
2001ororlatest
latestyear
year
EDU
Primaryand
andsecondary
secondaryschool
schoolgross
grossenrolment
enrolment ratio
ratio in
in EAP
P e r c e nt
P e r c e nt
1 20
120
1 00
100
80
80
60
60
40
40
20
20
0
0
Fiji Is la nds
Fiji Is la nds
La o P DR
La o P DR
Vie t Na m
Vie t Na m
Indone s ia
Indone s ia
Br une i
Br une i
E a s t T imor
E a s t T imor
China
China
DP R Kor e a
DP R Kor e a
Mongolia
Mongolia
P hilippine s
P hilippine s
Ca mbodia
Mya nma r
Re p. of
Ma la ys ia
Singa por e
T ha ila nd
P NG
E AP
Ca mbodia
Mya nma r
Re p.Kor
of eKor
a ea
Ma la ys ia
Singa por e
T ha ila nd
P NG
E AP
Primary school gross enrolment
Secondaryratio
school gross enrolment ratio
Primaryratio
school gross enrolment
Education for All
• THE UNFINISHED STRUGGLE FOR BASIC
EDUCATION: CONTINUING CHALLENGES
– Access: Reaching the unreached; achieving the
Millennium Development Goal for access and
gender
UNESCO UNICEF LDC Survey
50% of children not in school
50% do not finish the first four years
60-80% students have no place to sit or write
40% classrooms have no chairs or tables for
teachers
45% classrooms have no blackboards
80-90% have no classrooms cupboards, no
libraries
55 up to 110 children in each classroom
90% children learn in language of instruction
new to them
Teachers generally male, young, inexperienced,
poorly trained, sometimes absent
Education for All
• THE UNFINISHED STRUGGLE FOR BASIC
EDUCATION: CONTINUING CHALLENGES
– Access: Reaching the unreached; achieving the
Millennium Development Goal for access and
gender
– Quality: relevance; drop-outs and repetition
Survival rates in primary education
(percentage of pupils reaching succesive grades)
1989
East Asia / Oceania
South Asia
Arab States
Sub-Saharan Africa
Latin America/Caribbean
1992
100
81
95
93
89
78
100
71
79
67 70
63
100
98
96
94
89
91
100
79
84
74
73
67
100
74
87
63
Grade 1
Grade 2
75
Grade 3
55
Grade 4
Repetition rates in the first grades
of primary education
Final grade
Grade 2
Grade1
23.2
25.0
17.5
10.9
10.1
20.7
20.0
per cent
5.0
15.0
10.0
5.0
7.3
7.7
11.7
7.5
2
7.1
4
9
4
0.0
Arab States
Asia/Pacific
OECD
Sub-Saharan Africa
Latin America/Caribbean
Education for All
• THE UNFINISHED STRUGGLE FOR BASIC
EDUCATION: CONTINUING CHALLENGES
– Access: Reaching the unreached
– Quality: relevance to learning needs; drop-outs and
repetition
– Broadening partnerships; enlisting the higher
education sector
– Role of information and innovation
–Securing financial and social support
Average Basic Education Trend
120
School Age Population
change
115
110
Enrolment
105
100
95
1980
1990
1995
2000
Average Basic Education Trend
120
School Age Population
change
115
110
Enrolment
105
Budget in Education
100
95
1980
1990
1995
2000
Ingredients for Success
Financial resources
 Human capacity
 Political/social will

Jomtien, 1990
Medieval times
Higher
Education
Education for All
Paris, 1998
Points of Interaction
Emerging Paradigms
Dakar, 2000
Points of Interaction
Community
service
Teacher training: Re-designing
content of
pre-service and
study
In-Service
Applying
research from
neuro-sciences,
psychology
Policy
research
and
advocacy
Conscientization and
social
responsibility
Possible recommendations to be
drawn up:
Traditional outreach focused on EFA; credit for this
Strengthening ministry links for pre-service and inservice teacher education
Creating bridges between researchers and policy
makers; fostering new partnerships
Instilling social responsibility for EFA among
university students, e.g. UNILIT
Higher education and sustainable development
(environment, HIV/AIDS, equity, etc.)
Possible calls for action:
Calling on ICTs to build knowledge societies
Calling on international agencies and governments
to recognize the role of universities and engage
them in development agendas and EFA strategies
Calling on strengthening university twinning
Calling on special strategies for countries in special
situations
Calling on NGOs in Higher Ed and NGOs in EFA to
work more closely together
An Agenda for Higher
Education and EFA
Collaboration
Specific Proposals
Jomtien, 1990
Medieval times
Higher
Education
Education for All
Paris, 1998
Points of Interaction
Emerging Paradigms
Dakar, 2000
Emerging Paradigms
• Causative Factors:
– Globalization/interdependence: what is inevitable and
what is avoidable
– Complexity theory and the pace/nature of change
– State, government, and systems inadequacies
• The Need for New Paradigms:
– Learning for equitable, sustainable interdependence
• The Delors Vision: A Lifelong Learning Society
COLLEGES
HIGH
SCHOOLS
YOUTH
PRIMARY
SCHOOLS
STRUCTURED
FUNCTIONAL
SOCIETY
COLLEGES
HIGH
SCHOOLS
YOUTH
PRIMARY
SCHOOLS
===
SOCIETY
=========
SEGREGATED
BY CLASSES
“SEAMLESS” LEARNING
YOUTH
AND
ADULTS
SPECIALIZED
BASIC
EDUCATION
AND
HIGHER
EDUCATON
STRUCTURED
FUNCTIONAL
SOCIETY
A LIFELONG LEARNING SOCIETY
YOUTH
AND
ADULTS
SPECIALIZED
BASIC
EDUCATION
AND
HIGHER
EDUCATON
STRUCTURED
FUNCTIONAL
SOCIETY
Jomtien, 1990
Medieval times
Higher
Education
Education for All
Paris, 1998
Points of Interaction
Emerging Paradigms
Dakar, 2000
Higher Education and
Education for All
Towards greater interaction
and a new paradigm
Georges Haddad
Victor Ordonez
November, 2004