Adriana JaramilloThe World Bank

Education is the fundamental enabler of the knowledge economy and key to long term competitiveness and growth

Rising labor productivity accounted for half of GDP per capita growth in most OECD countries between 1990 and 2000

Higher education is key to developing and being able to use knowledge effectively

What is critical is no longer basic education or even higher education, but higher education and the constant upgrading of skills of the population—an effective system of life long learning

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An Increasingly Globalized and Competitive World Economy

Increasing Globalization Rapid reduction of transportation and communications costs. Increasing global information (political, cultural, socio economic) Strong trends towards regional integration (NAFTA, EU, ASEAN+3)

Increasing Competition Significant trade liberalization is creating larger global market and increased

competition Share of exports and imports to GDP has increased from 38% in 1990 to 55% in 2004

Increasing Labor MobilityEU New Neighborhood Policies are bringing both challenges and opportunities for

countries in the Middle East and North Africa Region. Employability is of one of such key challenges, especially as it concerns the creation of good, high productivity jobs

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Tertiary Gross enrolment in MENA from 2000-2008

Year 2000 2001 2002 2003 2004 2005 2006 2007 2008

MENA Average

20.575 21.568 21.5968 24.6955 22.5317 23.0644 25.3055 26.5031 29.9372

Maghreb Average

24.8179 24.5178 26.3848 28.0475 19.853 21.1656 21.814 22.2708 NA

MashriqAverage

21.5881 28.2105 24.1589 33.7028 30.2996 31.3079 41.6589 44.2884 49.3692

GCC Average

19.7856 21.4346 19.5823 21.8207 21.8692 22.2643 23.1317 18.4906 23.0835

Distribution of students (%)

Region Undergrad programs Grad programs

OECD average 96.7% 3.3%

MENA average 97.8% 2.2%

Maghreb 94.2% 5.8%GCC 98.9% 1.3%Other 98.9% 1.1%Mashriq and Iran 98.4% 1.6%Yemen and Djibouti 100.0% na

Gross enrolment ratio by gender(Tertiary - ISCED 5 and 6)

Region Male Female

OECD average 58.1% 72.1%

MENA average 46.7% 53.3%

Maghreb 46.2% 53.8%

GCC 37.7% 62.3%

Other 54.6% 45.4%

Mashriq and Iran 50.2% 49.8%

Yemen and Djibouti 65.5% 34.5%

Tertiary enrolment by type of study(MENA and OECD countries)

MENA OECD

Researchers per Million People and R&D Expenditure as % GDP(Average)

Region Researchers per Million People (Average)

R&D Expenditure as Percent of GDP

(Average)

MENA 690 0.39

OECD 3470 1.84

Voice and Accountability (2007)Comparison with income category average (lower bar)

University Governance Addresses how Universities, and Higher Education

Systems, define their goals, implement them, manage their institutions – Physical, financial, human resources, academic programs, student life- and monitor their achievements.

MENA University Governance Screening Card To Develop a set of Governance Indicators to be

used to conduct a base line survey, a mechanism to monitor their progress, and develop bench marking exercises

The University Governance Screening Card is a tool that will be able not only to assess to what extent Universities in the MENA Region are following good Governance practices aligned with their Institutional Goals, but also will enable them to monitor their progress, as well as compare themselves with other institutions

University Governance ModelsBalance between three forces:

Governing boards in public tertiary education institutions, (Santiago2007,)

Legal provisions regarding the presence of external stakeholders in public TEI’s governing boards (GB)

Mode of selection for the chairperson/president/head/leader of public TEI’s governing boards (GB)

Actors typically members of publicTEI’s governing boards (GB)

Australia At the discretion of TEIs(the majority have external stakeholders)

Universities: elected by GB Academic staff, non-acad. Staff, students, ext. stakeholders

Belgium(Flemish Community)

Stipulated by law (must not be a majority)

Universities: elected by internal bodiesUniversity colleges: appointed by GB

Academic staff, non-acad. Staff, students, ext. stakeholders

China At the discretion of TEIs Elected by internal bodies Academic staff, non-acad. Staff, ext. stakeholders

Finland

Universities: stipulated by law (must be 1person min. up to one third)

Elected by internal bodies Academic staff, non-acad. Staff, students, ext. stakeholders

Polytechnics: stipulated by law (must be one third max.)

Appointed by GB Academic staff, non-acad. Staff, students, ext. stakeholders

Japan

National Universities: stipulated by law Appointed government authorities Academic staff, non-acad. Staff, students, ext. stakeholders

Public Univ. Corporations: at the discretion of TEIs (most have ext. stakeholders)

Appointed by local government authorities

Academic staff, non-acad. Staff, students, ext. stakeholders

Decentralization of Management of Key Policy Areas

Process to Identify Governance Dimensions Guidelines and Good Practice Codes that have been

revised by OECD, Autonomy Score Card- European University

Association, the CUC in the UK, the Benchmarking guidelines- Australian Universities, the West Coast Guidelines, USA

University Governance Screening Card – Dimensions Outlook

DIMENSION 1: CONTEXT, MISSION and GOALS (11 Questions)10 Descriptive questions / 01 Quantitative question

DIMENSION 2: GOVERNANCE STRUCTURE (19 Questions)14 Descriptive questions / 05 Quantitative questions

DIMENSION 3: MANAGEMENT (21 Questions)16 Descriptive questions / 5 Quantitative questions

DIMENSION 4: AUTONOMY (17 Questions)15 Descriptive questions / 2 Quantitative questions

DIMENSION 5: ACCOUNTABILITY (7 Questions)6 Descriptive questions / 1 Quantitative question

DIMENSION 6: PARTICIPATION (3 Questions)3 Descriptive questions

University Governance Screening Card – Questions’ Outlook

Example of a Question

Indicators – Dimension 1: Context, Mission & Goals

Mission and Goals: clarity and focus in their definition process for defining them roles and responsibilities of those in charge of defining them alignment between Mission and Institutional Goals

Legal Framework: clarity in the legal definition alignment between legal definition and mission and goals transparency and inclusiveness in the definition of the legal

framework

Indicators – Dimension 2: Governance Structure

Governing Bodies: process for defining them Composition process for appointing their members clarity on their mandate alignment of mandate with mission goals and legal framework accountability of governing bodies mechanisms for measuring governing bodies performance

Indicators – Dimension 3: Management Head of University:

process for appointing him/her roles and responsibilities legal functions lines of accountability mechanisms for evaluating performance

Management Structures, Units: Roles Responsibilities accountability lines mechanisms for evaluating performance (HR, Budget,

Procurement, Legal Duties)

Indicators – Dimension 4: Autonomy

Academic autonomy: in determining academic structures in student admission policies in quality assurance mechanisms for introducing of new programs in admissions of programs for evaluating learning outcomes for evaluating teaching methodologies

Financial autonomy: to generate revenue to deliver contractual services to own buildings and assets to obtain debt

Staffing autonomy: HR Policy roles and responsibilities of those in charge ability to recruit staff (academic and administrative) career development policies performance management mechanisms to assess performance

Indicators – Dimension 5: Accountability

Clarity in definition of accountability lines (academic staff, managerial staff, administrative staff, governing bodies)

Process for evaluating completion of institutional goals

Dissemination of Information (Institutional goals, student achievements, insertion in the labor market of graduates, internal & external institutional evaluations, accreditation

Methods use for evaluating performance of students, teaching staff, administrative staff, managerial staff

Financial Auditing: process for auditing university accounts

Risk Prevention

Mechanisms to deal with misconduct

Indicators – Dimension 6: Participation

Mechanisms for stakeholders participation in decision making process (students, academic staff, industry leaders, research community, donors, others)

University Governance Screening Card: Presentation of Results

37

3

47

5

Context, Mission and

Goals

Governance Structure

Management

Autonomy

Accountability

Participation