Nova dinamika u razvoju visokog obrazovanja za 21. vek Stamenka Uvalić-Trumbić (UNESCO, Sekcija za...

transcript

Nova dinamika u razvoju visokog obrazovanja za 21. vek

Stamenka Uvalić-Trumbić

(UNESCO, Sekcija za Visoko Obrazovanje)

Panel o strukturnim reformama u visokom obrazovanju

Kopaonik,6. mart 2011

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

ORIGINS OF THE HIGHER EDUCATION:PROGRAMME

Cartagena de Indias

Bucharest

Cairo New Delhi

Seven RegionalConferences

UNESCO HQ Paris

Irina Bokova

Qian Tang

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

UNESCO Institute of Statistics

20,000,000

40,000,000

60,000,000

80,000,000

100,000,000

120,000,000

140,000,000

Tertiary school age population

Tertiary enrolment

ENROLMENT PROJECTIONS

5,000,000

10,000,000

15,000,000

20,000,000

25,000,000

30,000,000

35,000,000

40,000,000

45,000,000

50,000,000

China India United States

tertiary enrolment 2008 projected tertiary enrolment for 2020

WCHE New Dynamics

UNIVERSITY RANKINGS: WORLD CLASS

World Class Universities or locally Relevant Systems?

UNIVERSITY RANKINGS AND ACCOUNTABILITY IN HIGHER EDUCATION

UNESCO HQs, 16-17 MAY 2011UNESCO/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

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

5,000,000.00

10,000,000.00

15,000,000.00

20,000,000.00

25,000,000.00

30,000,000.00

United

States

Russia

% public enrolment % private enrolment

Expert Group on Private for Profit HECHEA-UNESCO, 21-22 March, Washington

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

Policy Forum 2 (October 2011, Paris)

UNESCO and the Commonwealth of Learning

Policy Guidelines on OERs

WCHE New Dynamics

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

Guidelines for quality provision in cross-border higher education-UNESCO and OECD

Implementation Survey and analysis

CROSS-BORDER HIGHER EDUCATION

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

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.”

GIQAC WorldwideImplementing 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)

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/

s.uvalic-trumbic@unesco.org

Nova dinamika u razvoju visokog obrazovanja za 21. vek Stamenka Uvalić-Trumbić (UNESCO, Sekcija za...

Documents