PROF. SHLOMO GROSSMAN
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Transcript of PROF. SHLOMO GROSSMAN
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PROF. SHLOMO GROSSMAN
COUNCIL FOR HIGHER EDUCATION (CHE)
CHAIRMAN OF PLANNING AND BUDGETING COMMITTEE (PBC)
THE ISRAELI SYSTEM,
PLANS AND PERSPECTIVES
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The Structure of the
Higher Education System in Israel:
*The Council for Higher Education (CHE)
* The Planning and Budgeting Committee (PBC)
*Universities
*Institutions for Higher Education
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The Council for Higher Education
The framework of the system of higher education in Israel is defined in the Law from 1958, with 11 amendments enacted over a period of 40 years.
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*To grant a permit for the opening and maintenance of an institution of higher education;
* To accredit an institution as an institution of higher education;
* To revoke the accreditation of an accredited institution.
The Council’s ResponsibilitiesAccreditation
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Approval of new degree and programs
To authorize an accredited institution to confer an academic degree in a specific program of study.
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To permit an institution to use designations (such as university, academy, etc.) for which approval is required according to the Council for Higher Education Law;
Institutional Designations
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To license the branches and extensions of foreign institutions of higher education which operate in Israel.
Licensing Foreign Institutions
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Quality assurance and assessment
To plan, organize and carry out quality reviews in the Israeli higher education system on two levels:
1. At the level of the individual program of study.
2. At the institutional level.
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The Council delegated to the Planning and Budgeting Committee (PBC) its responsibilities of planning and budgeting. The PBC is therefore the executive arm of the Council.
The PBC
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Terms of references of the PBC as defined by government
decision in 1977
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To be an independent body between the Government and the Institutions of higher education, in all matters relating to allocations for higher education;
The PBC as a Buffer
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To exclusively allocate the budget to the institutions of higher education, taking into account the needs of society and the state, while safe-guarding academic freedom and assuring the advancement of research and teaching;
Allocation of Funds
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To ensure that institutional budgets are balanced and executed according to plan;
Accountability
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To draw up plans for the coordinated and efficient development of higher education on the national level;
Planning and Coordination
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To submit its recommendations to the Council for Higher Education concerning requests to open new institutions or new units in existing institutions, after examination of the planning and budgetary points of view.
Recommendations to the Council
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Membership of the PBC
The PBC is composed of seven members: four university professors, one of whom serves as the Chairman of the PBC, one college professor and two representatives of the public from the economic, business or industrial sectors of the economy.
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The PBC Budget
Institutions of
Higher Education
Research & other Bodies
Student aid
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Budgeting of Universities
The main objective is to enable the universities to plan and budget their teaching & research activities in a way that maintains the academic and administrative autonomy of each institution.
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Principles of the Model:
1 .The model is comprised of two separate components:
Teaching
Research
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Budgeting for teaching is based on an absolute model whereas research is based on a
competitive model.
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Research Component
The research component is divided according to the following four indicators, based on competition:
1 .Income from competitive research funds 35%
2 .Income from non-competitive research funds 20%
3 .Scientific publications 15%
Weight
4 .Doctoral students 30%
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Diversification of the Higher Education
The expansion and diversification of the higher education system resulted in the emergence of different types of institutions
to provide alternative solutions for the growing demand for higher education all over the country.
The institutions of higher education in 2004, divided into eight categories, are:
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A. Universities
B. The Open University
C. Arts Academies
D. Comprehensive Academic Colleges
E. Academic Colleges of Engineering
F. Academic Programs under University Auspices in Regional Colleges
G. Academic Colleges for the Training of Teachers
H. Non – Budgeted Colleges.
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8 8 8 8 8 8 8 8 8 8 8 8 8 8 8
6 7 7 7 8 1016 20 21 22 23 22 22 22 227 7 8 8 10
13
1416
19 19 19 22 23 24 25
0
10
20
30
40
50
60
1989/90 1991/92 1993/94 1995/96 1997/98 99/2000 2001/02 2003/04
Universities Other institutions Teacher training colleges
The Growth in the Number of Institutions of Higher Education in the 1990’s
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Students in Institutions of Higher Education
150,150
101,290
135,890
0
50,000
100,000
150,000
200,000
250,000
1985/86 1987/88 1989/90 1991/92 1993/94 1995/96 1997/98 99/2000 2001/02 2003/04
Bachelor's degree
Total
198,800
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23.026.7
28.831.9
36.037.6
40.5 42.0 43.1
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
45.0
Per
cen
tage
s
1990/91 1992/93 1994/95 1996/97 1998/99 2000/01 2001/02 2002/03 2003/04
Proportion of Entering Students in Higher Education in the Average Age
Cohort
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Bachelor’s Degree Students by Type of Institution 1989/90 -
2003/2004
47%
69%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1989/90 1991/92 1993/94 1995/96 1997/98 99/2000 2001/02 2003/04
Universities Regional colleges Teacher training colleges Academic colleges
55,230 66,260 81,180 92,530 112,930 126,900 137,800 150,150
58,310 73,430 86,320 101,290 120,350 131,060 144,500
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Factors that Made the Growth in Student Numbers Possible:
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Students in Institutions of Higher Education
150,150
101,290
135,890
0
50,000
100,000
150,000
200,000
250,000
1985/86 1987/88 1989/90 1991/92 1993/94 1995/96 1997/98 99/2000 2001/02 2003/04
Bachelor's degree
Total
198,800
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1. More young men and women recognize the importance of higher education for social and economic progress.
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2. The growth and diversification of institutions of higher education.
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3. Development in various spheres
of life, as well as demand, caused
the institutions of higher education,
new and old alike, to develop
programs of study and to offer
academic degrees in a wide variety
of subjects, some of which were
not previously offered in Israel.
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4. The success of Israeli
industry, particularly in the fields
of hi-tech, has brought the fruits
of higher education to the
attention of young men and
women.
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Strategy & TargetsThe Five-Year Plan
Higher education In Israel operates
within a series of five-year plans. Each
plan is backed up by a five-year
agreement between the PBC and the
Ministry of Finance.
Higher education is the only public
sector that has multi-year agreements
with the treasury.
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The new five-years plan (2004-2008) has few major targets:
1. Enhancing scientific excellence.
2. Establishing quality assurance in teaching and research.
3. Stabilizing the finance condition of the universities.
4. Expanding access to higher education.
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Excellence in Israel Scientific Research
The following are some indicators of Israel’s strength in science:
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1. Israeli scientists produce
about 1% of the world output
of articles in international
scientific journals.
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Scientific Publications of Israel and neighboring countriesAs Percentage of World Publications
0.00
0.20
0.40
0.60
0.80
1.00
1.20
1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001
Perc
enta
ges
Source: Science & Engineering Indicators 2004, US NSF
Israel
Middle East & North African Countries (Exc. Israel)
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2. In relative terms, Israel ranks
third in the world, behind
Switzerland and Sweden, in the
number of scientific articles per
capita and fourth in the world,
behind Switzerland, Sweden and the
United States, in citations per
capita.
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0.00 0.50 1.00 1.50 2.00
Spain
Germany
France
Belgium
Norway
United States
Canada
New Zealand
Australia
Netherlands
United Kingdom
Denmark
Finland
Israel
Sweden
Switzerland
No. of citations in scientificliterature per million population -2001
Scientific publications per millionpopulation - 1999 - 2001
Scientific Publications – 1999-2001 and Number of Citations in Scientific Literature – 2001 per Million Population (us=1.00)
Source: Science & Engineering Indicators 2004, US NSF
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3. Israel excels in the field of
computer science both in terms of
research output and of the impact
of the research.
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4. Israel also ranks highly in the
impact of its scientific articles in
the fields of biomedical research,
chemistry and physics.
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Israel’s place in the world rank of relative impact of scientific literature in selected fields – 1994,
200119942001
All Fields1414
Medicine1918
Bio-Medical research53
Biology816
Chemistry75
Physics98
Earth & Space Sciences
146
Engineering & Technology
1313
Mathematics1616
Note: Relative impact is calculated as follows: the country’s share of total citations in a certain year divided by its share of all world scientific publications in that year
Source: Science & Engineering Indicators 2004, US NSF
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5. A major feature of Israel’s scientific
research is its international character.
96% of Israeli authored scientific
articles in the natural sciences and
technology are published in foreign
journals.
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6. A high and rising share of
Israel’s scientific publications are
written in collaboration with
foreign scientists.
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Scientific excellence and universal
access to higher education:
contradictory ?
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Selective access is changing and progressing toward universal access and the monolithic system is being replaced by a differential system, made up of institutions with different missions to respond to the changing needs of the economy and to the different aspirations of the students.
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Israel’s system of higher education has two sectors, with different tasks and missions:
a. Universities that combine research and teaching.
b. Institutions of higher education whose mission is to provide academic teaching at the highest possible level.
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The two sectors operate within one system with one funding agency (The PBC) and one accrediting council ( The CHE).
All academic degrees of universities and other institutions are equal by law.
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ROLE OF UNIVERSITIES
* Research universities compete for scientific excellence at world level.
* They have to prepare the next generation of scientists and the future academic staff.
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The Role Of Colleges
UNIVERSAL ACCESS:
*.The colleges should provide a place to anyone who can benefit from academic education.
* .Colleges must promote diversity in institutions of higher education.
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EXPANDING HIGHER EDUCATION
* The colleges reach new groups in the population that were under-represented in academic institutions.
*The colleges are oriented to the labor market and teach employable skills.
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1989/901994/952003/04Grand total55,25086,320150,150Percent100.0100.0100.0
Jerusalem District
22.717.513.6
Northern District..2.56.8Haifa District21.722.017.0Central District4.14.316.5Tel Aviv District42.842.731.0Southern District8.710.915.2
Bachelor’s Degree Students by District of Study
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The balance between UNIVERSITIES and COLLEGES
* The practical disciplines- such as engineering, health professions, management, communication – have a lower research output and are mainly taught in colleges, compared to the non-practical fields:
Philosophy, history, physics and chemistry
Taught primarily at research universities.
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Quality Assurance
The recent decision of the CHE to establish a national mechanism of quality assurance and assessment in higher education, will serve as a mechanism for following achievements in the higher education.
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UNIVERSAL ACCESS
SCIENTIFIC EXCELLENCE