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Higher Education stands at the heart of theKnowledge Society. It faces far-reaching chal-lenges, particularly from the thrust towardsGlobalization.

According to the Spanish sociologist, ManuelCastells, one of the leading authorities onGlobalization, effects on the university will bemore drastic than industrialization, urbanizationand secularization combined. It is, he claims, thebiggest challenge the University has faced formore than a century and a half.

Dramatic IssueStill, as events since the Seattle meeting of the

World Trade Organization two years ago andmore recently the riots in Genoa (Italy) showed,Globalization is not uncontested. Deep-rootedideas of community based on cultural, spiritualand historic identity, remain. They sit all too unea-sily with the businessmans view of the commu-

nity as customers, clients, contractors and produ-cers.

ConvergenceRight now, despite visions glorious or apoca-

lyptic many writers anticipate, it is by no meansclear what the real impact will be. To some, thequickening cross-national flows of people, goods,capital and information will dissolve the NationState, push institutions and the university is one- into a common mould. Others disagree.

Most experts analyse Globalization by studyingwhat is happening in the advanced economies North America, Western Europe, Asia andAustralasia. These societies are relatively stable

in their political, social and institutional make up.For them, Globalization promises dramatic -and rewarding - change to their higher educationsystems.

Yet, in lands where the Nation State is less thanhalf a century old, where rivalries some ethnic,others about beliefs are all too easily inflamed,the upheaval that stands in the offing would seemeven more devastating. It threatens the stabilityneeded to build well performing systems ofhigher education.

The Gift of TimeSo far, Globalization has given the advanced

economies a huge advantage. They have had timeto face up to the challenge. For others, this is not

always so. Developing countries often have toadjust both to the quickening pulse of internatio-

nal exchange and to reform on many fronts simul-ta ne ously. They must move twice as fast toremain on the same spot. Not all can do so.

This is not Globalizations only downside.Global traffic in goods and ideas redistributesgoods and ideas. Massive flows redistribute themmassively. Where they are going and how fastthey are moving is, of course, the heart of the mat-ter.

The Dark SideWealth accumulated does not always filter

downto those beneath. Benefits to the rich tendto remain with the rich whether individuals orNations. Either that, or they do not meet the hopesthat launched them. The risk is real that accumu-lation of wealth at the top is quickly perceived asanother form of expropriation by those at the bot-tom.

So Globalization has its dark side.

Societies on the fringe of the global economy unconnected is the fashionable word face anexclusion even more devastating than their pre-sent difficulties.

Here, one need look no further than todaysArgentina.

Yet, many who study Globalization closelytake an even more pessimistic view.Globalization, they argue, redistributes exclusionacross countries and within them. In their view,society splits into two types of people: those atthe social coreand those who hang on with theirfinger nails to the social periphery even in theworlds richest economies.

A recent estimate suggests that no more than 20

per cent of students currently in higher educationwill be at the core of the rising KnowledgeEconomy. The remainder will be a subordinatesocial layer.

This is not a recipe for social cohesion. Farfrom it.

Strategic Questions for IAUWhether opportunity or threat, an issue as dra-

matic as Globalization cannot fail to be central tothe International Association of Universities asthe Voice of the Worlds Universities.

What are the strategic and long-term questionsGlobalization poses foursquare for higher lear-ning and for the Association?

Two stand out. The first is Commodification

that is, the use of knowledge as a purchasable and

1ol. 8 n1 IAU - Newsletter

Contents

The bimonthly Newsletter of the International Association of Universities

Published by the International Universities Bureau

Newsletter

Globalization:Threat, Opportunity or Both?

Guy Neave*

continued on page 3

Globalization:Threat, Opportunity or Both? 1

Global Forum 2

Counterpoint 3

International Organizations 4

IAU Activities 5

Joint Declaration 6

Calendar of events 8

Editorial

This first issue of the Newsletter in002 allows questions to be airedhich very likely will be the key topicsf the next few months. In higher edu-ation, issues such as commodifica-ion, globalization, intern a t i o n a l i z a-ion, concepts such as the knowledgeociety and education as a publicood will loom large in most debates.hat we understand when we use

hese terms, and, more importantly,he impact they will have on all sys-ems and institutions of higher educa-ion, are being discussed across thelanet by higher education leaders.

omplexity and InterconnectednessComplexity and interconnectedness

f policies and problems are the hall-arks of our time. Fully supportive of

he goals of Education for All, organi-

ations like IAU cannot fail to highlighthe interconnected nature of the edu-ational system as a whole, just ashey argue for strong and efficientigher education institutions to trainhe teachers and to wo rk out anp p r o p riate curri c u l u m . To d ay, this

ncreased complexity and the linkshat must be drawn together betweenarious policies - nationally and glo-ally - are driven by the entry of newctors onto the scene of higher edu-ation. Ministries of trade and interna-ional commerce - let alone the World

Trade Organization - are now mentio-ed as often as Ministries ofducation when discussing higher

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2 I AU - Newsletter March 2002

ditorial, continued from page 1

Barbara B. Burn

IAU mourns the passing of Barbara B. Burn,Associate Provost of International Programmesat the University of Massachusetts, Amherst andthe Guest Editor of the March 2002 issue of

Higher Education Policy. She died on February

26th 2002.A good friend of IAU over many years,Professor Burn was one of the most active, dyna-mic and engaging personalities in the field ofInternationalisation. And its flourishing statetoday is a tribute to her energy and drive acrossthe decades.

Her contributions to shaping the ties betweenher home University and Europe were many, notleast of which one of the first cross nationalresearch projects into the effects of study abroadon student careers and values she master-mindedwith Jerry Carlson, Alan Smith and the EuropeanInstitute of Education and Social Policy, Paris.

Always generous to younger scholars making

their first paces in the field, she will be sorelymissed.

with the erosion of national regulatory frame-works in quality assurance, accreditation andthe recognition of qualifications.

The September meeting agreed to establish aGlobal Forum under the auspices of UNESCO.It will bring together different networks dea-ling with international aspects of accreditation,quality assurance and the recognition of quali-fications.

The Global Forum on International Quality

Assurance, Accreditation and the Recognitionof Qualifications will link existing frameworksdealing with international issues of QualityAssurance, Accreditation and the Recognitionof Qualifications. It will provide a platform fordialogue between them. In addition, its objec-tive is to develop an internationally acceptedposition related to international issues of quali-ty assurance, accreditation and the recognitionof qualifications as they are affected by globa-lization and by the growing trade in highereducation services. This it will do through aninternationally accepted Code that would dealwith private and transnational providers. It will

also bring together the interests of nationalgovernments, the traditional public higher edu-cation sector, for-profit providers and theneeds of students and those of the generalpublic.

The Global Forum will act as: an informa-tion-broker and clearing-house by developingactivities with NGO partners; capacity-builderat national and regional level through trainingworkshops and seminars; standard-setter bydeveloping guidelines for policy-makersthrough an internationally accepted Code oninternational quality assurance, accreditationand the recognition of qualifications.

For more information:s.uvalic-trumbic@unesco.org

World Conference on HigherEducation + 5, - June 2003

Almost four years have passed since UNES-CO held the World Conference on HigherEducation in Paris in October 1998. It wasresoundingly successful with more than fourthousand participants from 182 States.

Participants agreed on a Declaration and anAction Plan, particularly urging higher educa-tion to pay attention to sustainable develop-ment and to the general improvement of socie-ty as a whole.

What has happened since 1998?The first steps to providing an answer have

been taken with the decision to hold the FollowUp to the World Conference in Paris in June2003. The dates proposed are June 23rd and24th 2003. An NGO consultation will beconvened by UNESCO on January 12-15,2003 to examine progress made. A question-naire to guide the preparation of national and

NGO reports is being drafted by the HigherEducation Division of UNESCO.

UNESCO sets up a GlobalForum on InternationalQuality Assurance,Accreditation and theRecognition of Qualifications

On September 10-11 2001, UNESCO hos-ted an Expert Meeting on the Impact ofGlobalisation on Quality A s s u r a n c e ,

Accreditation and the Recognition ofQualifications in Higher Education. Its purpo-se was to explore, for the world as a whole,the international dimensions of quality assu-rance, accreditation and the recognition ofqualifications and examine the feasibility ofestablishing an international forum for dia-logue among the different stakeholders:States; the private sector; traditional and non-traditional higher education institutions; stu-dents.

Rising demand for higher education world-wide, not matched by proportional rises inpublic expenditure, has increased private andcommercial provision. At the beginning of themillennium, globalization poses one of thegreatest challenges to higher education.Increasing initiatives aimed at internationali-zation, the growing number of so-called newproviders and various forms of borderlesshigher education, as well as the prospectiveliberalization of trade in higher education ser-vices all point in this direction.

States are no longer the sole providers ofhigher education which now goes beyond notonly national frontiers, but also organisation orsector borders, functional boundaries, bounda-ries of time and space through on-line lear-ning.

These developments pose new problems ofaccess, quality and equity. They are coupled

RRATUM

n the December 2001 issue of theAU Newsletter, the list of new IAUembers included the Kharkiv Stateunicipal Unive r s i t y, Ukra i n e. T h i s

hould have read:ha rkiv State Municipal A ca d emy,

Ukraine.ur sincere apologies.

New Members

ducation issues, particularly in thenternational setting.

Old Issues in New SettingsYet, in this shifting vocabulary ofigher education, some constantsemain. Some concepts seem to beinning back their earlier importance.

n this new context, others may needo be revisited. Quality and qualityssurance, for example, become criti-al issues in those systems whereommodification has taken hold espe-ially where a mix of public and priva-e higher education providers standheek by jowl. Directly related to quali-y are recognition and mobility. Sohese topics too, along with the need tonternationalize our higher educationystem within a globalized wo rl d ,emain high on our collective agendas.And, in the keyword hassle for the

rime place in our reflections, we mustuard against losing sight of such

deas as higher educations social res-onsibility, its service to the broaderommunity, its commitment to building

sustainable future, access, equitynd ethics.

aily ConcernsObviously, the membership of IAU is

ollectively feeling the impact of all ofhese different forces. But, the day-to-ay preoccupation of each university

eader is shaped in the main by themmediate environment and by the rea-ity within which the institution exists.

AUs Lyon ConferenceThis first issue of the Newsletter in

002, reflects these concerns in therticles, in reports on recent eventsnd upcoming meetings and confe-ences. Our own conference in Lyonhis April on Internationalization ofigher Education will give part ic i-ants the opportunity to review andnalyse the potential benefits and theisks inherent in policies and practiceshat promote greater internationalizationn the changing global setting.

Eva Egron Polak

In Memoriam

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aleable good. The second is the appearance onigher educations landscape of what are calledalternative providers - for profit concernsngaged in the transmission of knowledge usingnformation and Communications Technology.

CommodificationKnowledge has always been power as well as a

ublic good. Access to it and its role in innovation

etermine both the place of Nations in the worldrder and of individuals in society. But, commo-ification displaces the creation and passing on ofnowledge from the social sphere to the sphere ofroduction. Thus, the University becomes one

amongst a host of different organizations engagedn knowledge production.

Displacing and reinterpreting knowledge underthese conditions raise fundamental questions forhe University above all, in the area of academicreedom and in the ownership of knowledge.hey also pose questions about the ethical obli-ation to make knowledge freely available tohose who seek it.

nacceptable ConstrictionsNone of these issues can leave either theniversity or the Association indifferent.They herald a basic change in the very role

niversities play in society.Defining universities simply as service provi-

ers bending before the rewarding contract isan unacceptable constriction upon their responsi-ility to society. This at the very moment whenocietys demands for its enlargement are drivingn the opposite direction.

ssues at StakeToday, these are precisely the issues at stake

uring the run up to negotiations this summerhen the World Trade Organisation will discuss

xtending the terms of tradeto cover educationervices. What this means is that a trade bodyill decide the way higher learning as a part of

he Knowledge Economy will function.Increasingly, the market will determine how edu-ation will develop.

ravest of DoubtsLike three of its member organizations, the

merican Council on Education, the Associationf Universities and Colleges of Canada and theuropean University Association, together with

he Consortium for Higher Educationccreditation of the United States, IAU has theravest of doubts about the appropriateness of

his step. (See the Joint Declaration in this issue)

lternative Forms and ProvidersBut Globalization has other features. Many of

hem follow from the massification of higherearning. So called alternatives to the universityave sprung up.

Alternatives to main stream universities havelways existed. Most countries have short cycleigher education in one form or another. Theyater for the private sector and tend to be tea-hing onlyinstitutes.

Second generation alternativesdiffer radical-y. They have redefined the three basic unitiesofhe historic university the unity of the studentge range, of place of study and pace of study.hey do this by harnessing mass communications

echnology to distance teaching. The British

3ol. 8 n1 IAU - Newsletter

ontinued from page 1 Globalizationand the Gospels

To the true believer, there are veryfew aspects of human behaviour thatthe Sacred Books have not covered,dealt with or anticipated. Which goesto show either that Revealed

Knowledge is indeed insightful andeternally propos. Or that Mankindhas not advanced overmuch in itsbasic patterns of behaviour from thetime Scribes, Evangelists and Seersundertook what must have been oneof the first formal exercises inparticipant observation - with all dueprophetic forbearance anddetachment.

One of the difficulties that seers,visionaries and saints had to contendwith has always been a certain

skepticism on the part of theunconverted. Standoffishness by theunconverted was perfectlyunderstandable. It is always irritatingto be told one is damned or destinedfor a spot where central heating isavailable for all Eternity.

At this point, the true skeptic wouldgird up his loins and go about hisbusiness. Not so, the partial skepticwho can never be entirely sure theseer is utterly wrong. That takesFaith, something that by definition

the partially skeptical inevitably lack.In this Age when selling anything is

a good deed and The Market the nextbest thing to worship that anyone willadmit to (next of course, to onespocket or cheque book) Globalizationoccupies a strange place.

To its adorers and adepts, it is theone road to Salvation. Hors de lamondialisation, point de salut. And toits opponents whose stance is no lessbizarrely apocryphal, it is theguaranteed path to perdition.

Yet the Good Book, as ever,provides some guidance for thefaltering, the weary and the partiallyskeptical. Guidance comes from theGospel according to St Matthew,more particularly from the Parable ofthe Talents. Given our currentknowledge, it is amazingly relevant.

To him that hath, it shall be given.To him that hath not, it shall be takenaway even that which he hath.

Atrue Revelation, divinelyinspired!

Guy Neave

Open University is amongst the best-knownexamples of this development.

Half Way HouseDistance teaching universities are a half way

house between the historic university and its masscommunications based counterparts. As learningnetworks, they now girdle the Earth. But they stillshare certain features with the main stream highereducation. They are self-standing. Their missionstill combines teaching and research. They are

often funded and come under the responsibility ofnational authorities.

This is not always so. New forms of teachingorganization are emerging where many of theseconditions are absent. Amongst the new-comersare the Enterprise University and the VirtualUniversity.

The Enterprise UniversitySome see the Enterprise University as the final

integration of higher training into the firm.Learning is injected inside the productive sectorrather than servicing the firm from outsidethrough external linkages. The issue theEnterprise University poses is not its ownership,

nor what it teaches. It lies in whether academicfreedom is indeed a condition for effective lear-ning. If Enterprise Universities show it is not,does that mean academic freedom is a luxury inmainstream universities as well? Since the publicis scrutinizing higher education for its quality,efficiency and enterprise this possibility can-not be dismissed out of hand.

The Virtual UniversityVirtual Universities are the most radical deve-

lopment in this world of alternative providers.Distance Teaching universities cater for a disper-sed student body. Their Virtual counterparts inaddition, perform a similar service to their tea-ching staff, often temporary employees highereducations equivalent of outsourcing in busi-ness. Certainly, there are advantages closecontrol over staff cost and ending knowledgetransmission as a labour intensive industry. Theseare some of the benefits Information Technologybestows.

Lean the operation might be. By reducinghigher learning to an exercise in transmission, theVirtual University forces the Association and itsmembers to face some very uncomfortable ques-tions. How are we to distinguish a Universityfrom a knowledge producing engine?

Urgent ChallengeFor IAU as for higher education generally, the

dynamic of Globalization is a challenge of specialurgency. It gives further weight to our sloganUniversities of the World Working Together.Globalization also reminds us of Ben Franklinsdictum.

Franklin, an 18th century American philoso-pher, scientist and diplomat, had a biting wit. Ifwe do not hang together, we will, most assuredly,hang separately,he said.

Globalization drives that lesson home firmly.

(This article is drawn from a longer and moredetailed report presented to the IAUAdministrative Board Meeting at its Mexico Citymeeting in November 2001).

* Directorof Research,International Association of Universities

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he International Task Force onducation for All (EFA) takes off

The international Task Force on EFA haseen established and started working inanuary 2002. Chaired by John Daniel,N E S CO s Assistant Director-General forducation, the Task Force is expected to deve-

op a comprehensive strategy to operationalizehe Dakar Framework for Action by March

002.It is composed of fourteen members repre-enting Canada, Cuba, Denmark, Jordan,enegal, Pakistan, Action Aid Alliance, Arabesource Collective, Asian South Pacificureau of Adult Education, African Networkampaign for EFA, European Commission,NICEF, World Bank and UNESCO.As recommended at the first meeting of theigh-Level Group in October 2001, the com-rehensive strategy is expected to identifymajor actions to be taken within specifiedime-lines; general roles and responsibilities ofartners; linkages among activities, including alear description of how flagships are integra-

ed into country-level activities; and a consen-us on the global initiative.

The Task Force will receive input from nineub-groups, each coordinated by an internatio-al agency. The sub-groups are:1. Planning of strategy (UNESCO)2. National EFAAction Plans (UNICEF)3. Policy dialogue (European Commission)4. Advocacy and communication (UNICEF)5. Mobilization of resources (World Bank)6. Monitoring and analysis of EFAprogress

(UNESCO, in particular the UNESCOInstitute for Statistics)

7. Coordination and networking (UNESCO)8. Generation and exchange/sharing of

knowledge (World Bank)9. Flagship Programmes (UNICEF).

ditorial board to guide yearlyonitoring Report on EFA

The preparations for next years Monitoringeport on EFA are already underway. As

ecommended at the first meeting of the High-evel Group, an editorial board has been set up

o consider how best this report can be produ-ed, managed and resourced.

The editorial board is chaired by A n i l

ordia, an eminent educationist from India,nd is composed of representatives of thessociation for the Development of Education

n Africa (ADEA), the Department fornternational Development in the Unitedingdom (DFID), the Swedish Internationalevelopment Cooperation Agency, UNDP, theNESCO Institute for Statistics, UNICEF,orld Bank, the Consejo de Educacion dedultos en Amrica Latina (CEEAL),ducation International and Oxfam.The first meeting of the board took place on

9-30 January 2002 at UNESCO headquartersn Paris. The meeting was expected to:

a) lay out a time-table and the broad themes

or the Monitoring Report in 2002, and beyondb) agree on some basic principles regarding

the usage of data provided by countriesc) propose a division of labour between the

various partners involved in the production ofthis report.

The 2001 Monitoring Report on EFAis avai-lable on:http://www.unesco.org/education/efa/monitoring/monitoring_rep_contents.shtml

G8 Launches an e-mail Consultation onEFA

G8 Leaders established an Education TaskForce to recommend ways in which G 8 coun-tries can help meet the goals of the DakarFramework for Action on Education for All.

To obtain views from development experts,educators, NGOs and concerned citizens eve-rywhere, the G 8 Task Force has launched an e-consultation. To obtain copy of the FrameworkDocument for G8 Education Task ForceConsultations, to register for the e-consultationand to receive comments submitted, please goto: www.education8.gc.ca/cadre

The e-consultation was launched on February 8and will end on April 5, 2002.

ASSOCIATION OF AFRICANUNIVERSITIES (AAU)

Higher Education at the Crossroads:APolicy Consultation on HigherEducation in Africa

The Association of African Universities(AAU), as part of its Study Programme onHigher Education Management in Africa, hadcommissioned a number of research projectscovering various issues and challenges

confronting African universities so as toinform African higher education policy. Theprojects had been funded by several donoragencies, and the researchers were facultyfrom African universities. Using the findingsof some of the research projects as back-ground, the AAU organisez a policy consulta-tion on higher education in Africa. The mee-ting was held in Dakar, Senegal from 11-13February 2002, and the invited participantswere African Ministers of Education, Vice-Chancellors/Rectors, representatives of regio-nal bodies and donors, members of theScientific Committee which supervised theAAU Study Programme and some of the

researchers.The meeting was opened by Mr Moustapha

Sourang, Minister of Education of Senegal.The keynote address entitled The Public Goodin African Higher Education: Select Issues forPolicy was delivered by Prof A k i l a g p aSawyerr, Director of Research at the AAU. Inhis paper Prof Sawyerr emphasized that at atime when market forces were largely gover-ning reforms in higher education, it was impor-tant for all stakeholders to redefine relevanceof higher education in the African context andto restore the broader social goals of highereducation at the centre of the reform process.

The various research projects presented atthe meeting fell under four broad themes:Living and Learning Conditions in

Universities; the Curriculum and the World ofWork; Financing/Private Universities; andGraduates and Employment. The results of theprojects were then discussed in two WorkingGroups, using as backdrop the keynote addressby Prof Sawyerr. The Working Groups cameup with several recommendations and issuesfor consideration by the AAU.

After the meeting, a delegation of the AAUwas received by H.E. Me Abdoulaye Wade,

President of Senegal. The President emphasi-zed his strong conviction that education, inclu-ding higher education, had a key role to play inthe economic and social development ofAfrica, and felt that it was important for theAAU to have a voice in the context of the NewPartnership for African Development(NEPAD).

EUROPEAN UNIVERSITYASSOCIATION (EUA)

The European University Associationtackles Autonomy and Quality

Two issues central to higher education,namely Autonomy and Quality theChallenge for Institutions, are to be debatedby the recently founded European UniversityAssociation. The Conference will take place onApril 19 20th 2002, at Roskilde University,Roskilde, Denmark.

The EUA, created on March 31st 2001,brings together the Confrence des RecteursEuropens Association of EuropeanUniversities and one of IAUs long standingmember organizations to merge with theConfederation of European Union RectorsConferences.

One of the driving forces in the construction

of a European Higher Education Area, EUArepresents more than 620 members indivi-dual, collective or affiliate across 45 coun-tries.

Now based both in Brussels and in Geneva,the EUA promotes and safeguards higher edu-ca ti o n s identifying values, and representshigher education and research in policy-making circles. It is active in promoting part-nerships in higher education and researchwithin Europe, as too between Europe and therest of the world.

The latest publication to come from EUA isthe Salamanca Convention 2001: the Bolognaprocess and the European Higher Education

Area.For further details on the conference contactwww.unige.ch/eua

INTERNATIONAL ASSOCIATION OFUNIVERSITY PRESIDENTS (IAUP)

IAUP to go Down UnderThe XIIIth Triennial Conference of the

International Association of UniversityPresidents is to take place in Sydney(Australia) between June 24 and 27th 2002.Members will debate Academic Va l u e s ,National Dreams and Global Realities.

Avalued IAU partner, IAUPwas founded atOxford (England) in 1964. To day, with a

4 I AU - Newsletter March 2002

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IAU Secretary-General Elected to NGO-UNESCO Liaison Committee Executive

IAUs Secretary-General, Eva Egron Polakwas elected to the nine member ExecutiveCommittee of the NGO-UNESCO LiaisonCommittee at the latters InternationalConference in December 2001.

The Liaison Committee is the main channelof communication with UNESCO for some350 Non-Governmental Organizations. It holdsan International Conference every two years.The Conference serves as a global forum forUNESCOs Director-General to consult withand take advice from NGOs, and particularlythose which are partners in the Organizationspriority fields of action.

ActivitiesAmongst its activities, the Conference ana-

lyses the main trends in UNESCOs program-me. It also carries out collective consultationson the general development of both UNESCOsfuture programmes as well as its strategy in themedium term. Its recommendations are addres-sed to the Director-General.

This years International Conference, atten-ded by more than 200 Non-GovernmentalOrganizations officially recognized by UNES-CO, met at UNESCO Headquarters in Parisbetween December 12 and 15th 2001.

Topics DiscussedThe Conference themes included such issues

as: New Technologies and the North SouthDivide: risk or remedy? Globalization andFreedoms: vision, role and actions of NGOs;and Cultures, Religions, Identities: forms anddynamics of human coexistence.

In addition, Workshops dealt with issues

such as Intellectual Property and Commer-cialisation and Poverty.

ResolutionsAmongst the resolutions presented were

those from the Mixed ProgrammaticCommission on Communication and NewTechnologies which has been working on thistopic for the past two years. Claudine Langlois,Director of the IAU/UNESCO InformationCentre on Higher Education, acted as theCommissions Rapporteur.

IAUs Research Director to be Presidentof EAIR

At its annual Conference in Porto (Portugal)the European Association for InstitutionalResearch appointed IAUs Director ofResearch, Guy Neave, to be its President. Theperiod in office lasts two years.

The EAIR brings together higher educationmanagement and researchers in higher educa-tion across the European Region. As its titlesuggests, it focuses on institutional planning,funding, evaluation and the impact of policy. Inaddition to conferences, seminars and mee-tings, the EAIR also publishes Te rt i a ryEducation And Management (TEAM) a quar-

terly Journal.

Staff MovementsIAU is sad to bid goodbye to Corinne

Salinas-Moni, IAUs Programme Officer incharge of Sustainable Development. Corinneand her five month old son, Arthur, are leavingParis for Brussels, where her husband hasrecently been transferred. We wish them allhappiness. And beware of the Waterzooi.

New Director for ERIC Clearing HouseERIC, the Washington-based EducationResearch and Information Centre, has a newDirector - Professor Elaine El-Khawas. Shetook over from Adriana Kezar last month.

One of the United Statesleading experts inthe field of higher education policy, Elaine El-Khawas served as research Professor inEducation Policy at George Wa s h i n g t o nUniversity prior to her appointment. Her careerhas seen her as Professor of Higher Educationat the University of California, Los Angeles.P r e v i o u s l y, she was in charge of PolicyAnalysis for the American Council onEducation.

Amember of many of the key associations inhigher education, both in the United States andalso Europe she is on the ExecutiveCommittee of CHER, the Consortium ofHigher Education Researchers and the EditorialBoard of Higher Education Management, theOECDs quarterly journal - Elaine El-Khawasbrings with her wide experience in workinginternationally.

IAU and particularly the IAU/UNESCOInformation Centre on Higher Education,which works closely with ERIC in the exchan-ge of bibliographic data, look forward to thepleasure of working with Professor El-Khawasand to continued collaboration with ERIC.

Globalization: What Issues are at Stakefor Universities?

Will the gap between North and South groweven greater as globalization bears down on theworlds systems of higher education? Howmuch of the knowledge now being turned outby the knowledge economyis relevant in theAge of Globalization?

These are some of the main topics to be broa-ched at the International Conference schedu-led to take place on the campus of LavalUniversity at Qubec City (Canada) bet-ween September 18th and 21st 2002. The

Conference marks the 150th anniversary of thegranting of Laval Universitys Charter and the340th year since the foundation of theSminaire de Qubec.

Organized by the Universit Laval in colla-boration with IAU, OECD, UNESCO and theWorld Bank, the Conference will bring togetheruniversity leaders who are convinced of theneed to think through the issues Globalizationand the Knowledge Economy both present.

The Conference will follow immediatelyafter IAUs 65th Board Meeting, which is sche-duled for September 17th and 18th 2002 inQuebec City .For further details see Laval University website:

(http://www.ulaval.ca/BI/Globalisation-Universities/)

5ol. 8 n1 IAU - Newsletter

orld-wide membership of more than 600 uni-ersity presidents, rectors and vice- chancel-ors, IAUPhas built up links in Asia, Africa, therab-speaking world, Europe, Latin America

nd the Pacific.Professor Ingrid Moses, Vice-Chancellor of

he University of New England, A rmidaleNew South Wales) and President Elect of

IA U P will host the Conference. Professoroses was also Rapporteur General at the IAU

I th General Conference in Durban in August000.For further details about the Conference pro-

ramme, go to www.iaup.-triennial.org

ORLD BANK

The Knowledge Intern Program (KIP) of theorld Bank Group is offered to undergraduate

nd graduate students at selected universities asn opportunity to acquire practical, hands-onnowledge management skills. Students willork with the leaders of professional commu-ities of practice called Thematic GroupsTGs) in a mutual learning and sharing envi-onment

Launched in June 1999, KIP offers mutuallearning experiences to students and the Banksstaff. It is an unpaid, year-round programmeesigned to give students practical experiencehile they are studying. Interns work part-time

nd most receive course credits for their workere. The KIP is open to both undergraduatend graduate students and nationals of the

World Bank member countries.Most of the work will be carried out at theorld Bank headquarters in Washington D.C.

tudents who are not resident in theashington D.C. metropolitan area may still

pply in case there are some opportunities forork in the World Bank country offices or vir-

tual work, which could be done off-site, pro-ided it suits the hiring group and the studentas access to e-mail or other virtual means ofommunication.

Further information: http://wbln0018.world-ank.org/KM/Intern.nsf/KMI?OpenForm

UROPEAN ASSOCIATION FORNTERNATIONAL EDUCATION (EAIE)

raining courses for higher educationrofessionals

our courses are offered.AFSA Cross-cultural communication course I

(2-4 May 2002 in Wageningen)AFSA Cross-cultural communication courseI (7-9 April 2002 in Berlin)nternationalisation and strategic management

in higher education (1-6 June 2002 in Coimbra)nglish for international relations (7-14 July002 in Dublin)

urther information:

AIE Secretariat, PO Box 11189, 1001 GDmsterdam, the Netherlands

el +31-20-525 49 99, fax +31-20-525- 49 98,mail eaie@eaie.nl or consult the EAIE websi-e www.eaie.org/activities/training

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Joint Declaration on Higher Educationand the General Agreement on Trade in Services

Commodification the Shape of Things toome? At its 64th Meeting in November 2001 inexico City IAUs Administrative Board took

he decision to endorse the Joint Declaration on

igher Education and the General Agreementn Trade in Services. The Declaration was firstigned by three IAU member organizations - thessociation of Universities and Colleges ofanada, the American Council on Education,

he European University Association and byhe American-based Council for Higherducation Accreditation.

Elsewhere in this Newsletter, some of themplications commodification - that is makingigher education a purchasable and saleableood and subject therefore to internationalrade law may entail for higher learning, wereouched upon (see Globalization: Thre a t ,pportunity or Both?).Clearl y, commodification is an issue of

mmense significance. For this reason and toeep our members abreast of the latest develop -ents, we are including the full text of theeclaration.

ntroductionThe General Agreement on Trade in Services

GATS) is a multilateral, legally enforceablegreement covering international trade in ser-ices. Education services, including higher edu-ation, are one of the 12 broad sectors includedn the agreement. We, the above associations,ut forward the following declaration with res-ect to the GATS and trade in education ser-ices:

rinciplesWhereas: Higher education exists to serve

he public interest and is not a commodity, aact which WTO Member States have recogni-ed through UNESCO and other internationalr multilateral bodies, conventions, and decla-ations. The mission of higher education is toontribute to the sustainable development andmprovement of society as a whole by: educa-ing highly qualified graduates able to meet theeeds of all sectors of human activity; advan-ing, creating and disseminating knowledgehrough research; interpreting, preserving, andromoting cultures in the context of culturalluralism and diversity; providing opportunitiesor higher learning throughout life; contributingo the development and improvement of educa-ion at all levels; and protecting and enhancingivil society by training young people in thealues which form the basis of democratic citi-enship and by providing critical and detachederspectives in the discussion of strategichoices facing societies.1

Given this public mandate, authority toegulate highereducation must remain in the

hands of competent bodies2 as designated byany given country. Nothing in internationaltrade agreements should restrict or limit thisauthority in any way.

Education exports must complement, not

undermine, the efforts of developing coun-tries to develop and enhance their owndomestic higher education systems. Whileinternational cooperation and trade in educatio-nal services can present opportunities for deve-loping countries to strengthen their humanresources, trade rules must not have the effectof imposing models or approaches to highereducation on nations or of weakening their ownnational systems.

The internationalization of higher educa-tion is integral to the quality and relevance ofthe academic endeavour and research mis-sion in the twenty-first century. For most ins-titutions, international trade in higher educationis an important component in attaining highereducations mission. For these institutions, edu-cation exports such as international studentrecruitment or the delivery of higher educationprograms across borders through distance edu-cation are part of a broader set of internationalactivities which include faculty and studentexchanges, research cooperation and capacity-building initiatives in developing countries.

Quality is a key objective for both domes-tic provision of higher education and inter-national education exports, irrespective ofthe mode of delivery. Appropriate quality assu-rance mechanisms administered by higher edu-cation institutions under the competent bodiesmust exist to ensure that quality is not compro-mised. These mechanisms need to be transpa-rent and widely understood.

International higher education coopera-tion must operate under a rules-based regi-me. WTO Member States have already establi-shed mechanisms to achieve this objective, infora such as UNESCO, including internationalconventions on the recognition of academic cre-dentials and a network of national information

centres on foreign credentials. These mecha-nisms need to be further developed and theirimplementation better supported by our respec-tive governments to protect learners.

Higher education differs significantly frommost other service sectors, in that because ofits public mandate there is typically a highdegree of government involvement in highereducation provision co-existing with privatefunding and commercial activities. T h i spublic/private mix permeates not only the sec-tor but, indeed, the individual institutionswithin it.

Public and private higher education sys-

tems are intertwined and interdependent.Therefore it is impossible to effectively separa-te out certain sub-sectors e.g., adult education,or certain types of institutions e.g., private pro-viders, for the purposes of the GATS without

impacting other parts of the system.

Caution must be exercised before puttingthe quality, integrity, accessibility and equity ofour higher education institutions and systems atrisk without obvious benefit.

Transparency and open consultation withaffected stakeholders is imperative in thedevelopment of effective public policy.

RationaleGiven that: Very little is known about the

consequences of including trade in educationservices in the GATS such as on the quality,

access, and equity of higher education, ondomestic authority to regulate higher educationsystems, and on public subsidies for higher edu-cation. The potential risks of including highereducation in the GATS, as indicated above,could be very significant.

While there are currently some barriers totrade in education services, there does nota ppe a r to be a major p roblem overall .Institutions continue to be able to actively deve-lop exchange agreements, distance educationprograms, research collaborations, offshor epartnerships etc. to meet their internationaliza-tion objectives and contribute to internationaldevelopment. Moreover, many of these barriersappear to be related to the lack of recognition ofacademic qualifications or concerns over thequality of educational providers; it is thereforeunlikely that they will lend themselves to tradepolicy remedies through the GATS process.Conver sely, there are existing mechanisms,such as the Convention on the Recognition ofQualifications Concerning Higher Education inthe European Region (Lisbon Convention),open to all states, which are dealing with theseissues. There are also national informationcentres to foster recognition of credentials andvigorous discussions on ways to improve bila-

teral or multilateral recognition of each othersdomestic quality assurance mechanisms.

It is extremely difficult to clearly definewhich education services are supplied strict-ly on a commercial basis due to the public-pri-vate mix in all systems and within many insti-tutions of higher education.

GATS Article I: 3 is recognized as beingambiguous and open to interpretation.3

While we applaud senior officials in our res-pective governments for insisting that publicservice systems are exempted from the agree-

ment based on Article I:3, we do not understandhow this conclusion has been reached given the

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7ol. 8 n1 IAU - Newsletter

suprieur, formation continue. 11th ed.Paris, 2001. 77 pp. IS SN:1152-5 0 8 8ISBN:2-11-092143-9

National Academic RecognitionInformation Centre [UK NARIC].International Comparisons: the Advisersguide to comparability of UK andinternational qualifications.Cheltenham,Glos., 2002.

CD-ROM.

Neave, Guy. Diversidad y fragmentacion:una nueva arquitectura para laeducacion superior europea?Universidad de Guadalajara [Mexico] In:Las Universidades de Hoy :S uperspectiva futura, pp. 61-82.Guadalajara, 2001. (Estudios delHombre. no.12) ISSN: 1405-111

Ronning, Anne Holden. Women, highereducation and development: evaluationreport on 6-year UNITWIN/UNESCO

Chairs/Networks Project. UNESCO.Paris, 2001. 47 pp.

Thomas, Liz. Widening Participation inPost-compulsory Education. London andNew York, Continuum, 2001. 243 pp.(Continuum Studies in Lifelong Learning)ISBN:0-8264-4873-9

UNESCO European Centre for HigherEducation [CEPES][Romania].Transnational Education and the NewEconomy:Delivery and Quality.Bucharest, 2001. 169 pp. (Studies onHigher Education) ISBN: 92-9069-164-0

UNESCO.WCHE Follow-up. ActivitiesReport: based on reports filed by June2000. Paris, 2001. 42 pp.

UNESCO.Meeting of the InternationalWCHE Follow-up Committee: Finalreport, Paris, 26-27 June 2000. Paris,2001. 32 pp.

Vadineanu, Angheluta. SustainableDevel opment:T heory and practiceregarding the transition of socio-economic systems towardssustainability. UNESCO EuropeanCentre for Higher Education[CEPES][Romania]. Bucharest, 2001.304 pp. (Studies on Science and Culture)ISBN:92-9069-163-2

Van Ginkel, Hans; Thakur, Ramesh(Eds). Embracing the Millennium:Perspectives and challenges for theUnited Nations and the internationalcommunity. UN University [Japan].Tokyo, 2001.111 pp. (UNU MillenniumSeries)

NEW ACQUISITIONS

JANUARY 2002

Australian Vice-ChancellorsCommittee.The Internationalisation of AustralianUniversities [University list]. Canberra,2 0 0 1 .1 0 3 p p. ISBN: 0-7266-0356

Droesbeke, Jean-Jacques;Hecquet,Ignace; Wattelar, Christine (Eds). LaPopulation Etudiante: Description,volution, perspectives. Bruxelles,Editions de lUniversit de Bruxelles;Paris, Editions Ellipses, 2001. 382pp.ISBN:2-7298-0838-8

Fielden, John; Abercromby, Karen.UNESCO Higher Education IndicatorsStudy: Accountability and internationalco-operation in the renewal of highereducation. UNESCO.Paris, 2001. 63 pp.

Federal Ministry of Education andResearch [Germany]. EXIST: University-based Start-ups: Status and prospects.Bonn, 2001. 66 pp.

Grnberg, Laura. Good Practice inPromoting Gender Equality in HigherEducation in Central and EasternEurope. UNESCO European Centre forHigher Education [CEPES][Romania].Bucharest, 2001.158 pp. (Studies onHigher Education) ISBN: 92-9069-165-9

Haug, Guy;Tauch, Christian. Trends in

Learning Structures in Higher Education[II]. Hochschulrektorenkonferenz[Germany]. Bonn, 2001. 91 pp. (Beitrgezur Hochschulpolitik. no.12)

Hochschulrektorenkonferenz [Germany].Auf dem Weg zumQualittsmanagement [On the way tomanagement of quality]. Bonn, 2001. 179pp. (Beitrge zur Hochschulpolitik. no.14)

Kotecha, Piyushi; Harman, Grant.Exploring Institutional Collaboration andMergers in Higher Education. South

African UniversitiesVice ChancellorsAssociation.Pretoria, 2001. 67 pp. +Appendix

Middlehurst, Robin. Quality AssuranceImplications of New Forms of HigherEducation. European Network for QualityAssurance in Higher Education [Finland].Helsinki, 2001. 20 pp. (ENQA OccasionalPapers. 3) ISSN:1458-1051 ISBN: 951-98680-3-8

Ministre de lducation nationale[France]. Ltat de lEcole: 30 Indicateurs

sur le systme ducatif franais. Premierdegr, second degr, enseignement

bsence of clear, broadly accepted definitionsnd, more importantly, the fact that the compo-ent parts of the system are so inextricably lin-ed. In addition, history shows that exemptionso international agreements such as the GATSend to be interpreted narrowly by trade dispu-e tribunals. For these reasons, it seems unrea-istic to assume that public education at the ter-iary level is exempted from the GATS basedn Article I:3.

Many of our respective countries have notndertaken an effective consultation processetween trade officials and the organizationsepresenting public and private higher educa-ion institutions.4

eclarationOperating under these principles, and given

these circumstances, the Association ofniversities and Colleges of Canada, themerican Council on Education, the Europeanniversity Association, and the Council forigher Education Accreditation jointly declare

hat: Our member institutions are committed toeducing obstacles to international trade inigher education using conventions and agree-ents outside of a trade policy regime. This

ommitment includes, but is not limited tomproving communications, expanding infor-ation exchanges, and developing agreements

oncerning higher education institutions, pro-rams, degrees or qualifications and qualityeview practices. Our respective countrieshould not make commitments in Higherducation Services or in the related categoriesf Adult Education and Other Educationervices in the context of the GATS. Where

such commitments have already been made in1995, no further ones should be forthcoming.

AUCC, ACE, EUA, and CHEAconvey thisoint declaration to the Government of Canada,he office of the United States Tr a d eepresentative, the European Commission,

ndividual European States that are members ofthe nascent European Higher Education Area,nd all interested Member States of the WTOor their attention. DATE: 28 September, 2001.

1. Taken from UNESCOs 1998 World Declaration

n Higher Education for the Twenty-First Century:

ision and Action

2. The term competent bodies is used in order to

ake into account the fact that in any given nation,

uthority for higher education rests with different

evels of government, institutions, and organizations.

. Article I:3 is the agreements exemption of ser-

vices supplied in the exercise of government autho-

ity, where these services are defined as being sup-

lied Aneither on a commercial basis nor in compe-

ition with one or more service suppliers.

. It should be noted, however, that in the case of

anada, there is ongoing dialogue between the fede-

al government and the education sector with respecto the GATS DECLARATION.

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pril 12-13 Lyon, France. IAU: Internationalization of Higher Education: Policy andPracticewww.unesco.org/iau/lyon-conference.html

17-21 Buenos Aires, Argentina. 6th International Congress The Education in the3rd Millennium Contact: creative@cedeconet.com.ar

18-20 San Francisco, California. Association of American Colleges andUniversities Conference: Spirituality and Learning: redifining, meaning,value and inclusion in higher educationContact: meetings@aacu.nw.dc.uswww.aacu-edu.org/meetings/spir ituali ty2002.cfm

ay 13-15 Paris, France. OECD Forum 2002: Taking Care of the Fundamentals:Security, Equity, Education and GrowthContact: john.west@oecd.orgwww.oecd.org

14-17 Sahid Raya Hotel, Kuta Denpasar, Bali. AUAP Learning and Sharing ForumVIII: Implementing University Partnership Through ProductiveCommunications for Academic Excellence

www.sahidhotels.com

16-17 Sousse, Tunisia. Euro-Mediterranean Conference of University PresidentsContact: sadok.korbi@uc.rnu.tn

26-31 San Antonio, Texas, USA. NAFSAs 54th Annual Conference: EnhancingLeadership and Learning in a Cultural MosaicContact: dawnt@nafsa.orgnafsa.org

une 19-22 Porto, Portugal, University of Porto. EUNIS2002 8th InternationalConference of European University Information Systems. The ChangingUniversities: The Challenge of New Technologieswww.fe.up.pt/eunis2002/

uly 09-12 S y d n e y, Australia, Macquarie University. INRUDA InternationalSymposium: Globalization and the Role of Universities in Development.Followed by UNESCO APHERN Workshop: University-based Research inthe 21st Century (12-13 July)Contact: inruda@mq.edu.au

29-02 Aug. Durban, South Africa. Commonwealth of Learning and The NationalDepartment of Education of South Africa: Transforming Education forDevelopmentwww.eventdynamics.co.za

eptember 11-14 Porto, Portugal. European Association for International Education: 14thAnnual Conferencewww.eaie.org

16-18 Paris, France. General Conference IMHE 2002: Incentives andAccountability: Instruments of Change in Higher EducationContact: alexis.roy@oecd.orgwww.oecd.org/els/education/higher

18-21 Universit Laval, Quebec City, Canada. Globalisation: What issues are atstake for universities?www.ulaval.ca/BI/Globalisation-univ

8 I AU - Newsletter March 2002

2002

International Association of Universities. Serving its university members and the wider higher education community, IAU provides a forum for the universities of the world wor-

king together, promotes exchange of information, experience and ideas, contributes, through re search, publications and meetings, to informed higher education policy debate.

International Universities Bureau IAU Secretariat: Eva Egron-Polak, Executive Directorx Secretary-General, Eva Egron-Polakx Guy Neave, Director of Research x Claudine

Langlois, Director, IAU/UNESCO Information Centre on Higher Education x Christina Keyes, Newsletter Compilationx Production of Newsletter : Imp. Nory - Paris

IAU, UNESCO House, 1 rue Miollis F-75732, Cedex 15 FranceTel: +33 (1) 45 68 25 45 Fax: +33 (1) 47 34 76 05 x E-mail: iau@unesco.orgx Internet: www.unesco.org/iau