Nova dinamika u razvoju visokog obrazovanja za 21. vek Stamenka Uvalić-Trumbić (UNESCO, Sekcija za...
-
Upload
jade-dunwell -
Category
Documents
-
view
229 -
download
1
Transcript of Nova dinamika u razvoju visokog obrazovanja za 21. vek Stamenka Uvalić-Trumbić (UNESCO, Sekcija za...
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
Macau
Dakar
Cairo New Delhi
Seven RegionalConferences
Budva
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
0
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
0
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
• 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 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
• 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
0.00
5,000,000.00
10,000,000.00
15,000,000.00
20,000,000.00
25,000,000.00
30,000,000.00
J apa
nBra
zil
Egypt
United
States
Argen
tina
India
China
Russia
n Fe
dera
tion
% public enrolment % private enrolment
Expert Group on Private for Profit HECHEA-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
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
• 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.”
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/